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Universal Journal of Educational Research Vol. 9(2), pp. 310 - 318
DOI: 10.13189/ujer.2021.090207
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Tutors' Academic Rationalism Orientation on Instructional Approaches in Primary Teachers' Training Colleges in Kenya

Jacinta Katumbe Mutisya ^*, Wilfrida Arnodah Itolondo , Samson Ikinya Kariuki
Department of Education Management, Policy and Curriculum Studies, Kenyatta University, Kenya

ABSTRACT

Tutors are the most powerful and influential contributors to the achievement of teacher education curriculum objectives. Tutor beliefs about a knowledge-based curriculum upon which academic rationalism is premised is paramount in intellectual development of teacher trainees. This study sought to determine tutors’ preference on the choice of instructional approaches; to determine tutors’ level of academic rationalism orientation; and to determine the relationship between tutors’ academic rationalism orientation and choice of instructional approaches. This study adopted a correlational design with a mixed methods approach. Tutors’ questionnaire, HODs’ interview guide, classroom observation and document analysis were used to collect data. Sample population involved 178 tutors, 35 HODs, 20 classrooms and 4 documents purposively sampled from five primary teacher training colleges in Kenya. Descriptive statistics and inferential statistics were used to analyze the study variables as per the study objectives. The study found that there was a significant relationship between tutors’ academic rationalism orientation and the choice of instructional approaches they used. However, despite tutors’ beliefs on knowledge-based curriculum, there was found to exist methodological gaps as tutors experienced challenges in supervising teacher trainees during teaching practice and in comprehensive coverage of the syllabus involving the practical component. The study concluded that there is need to improve teacher management and professional development so as to improve the quality of education in primary teacher training colleges in Kenya. The study recommended review of deployment of tutors by Teachers Service Commission (TSC) to primary teachers training colleges to capture tutors who have undergone training in teacher education methodology. The study also recommended regular in-service training for tutors to update their skills on the current trends on use of learner centered instructional approaches.

KEYWORDS
Academic Rationalism Orientation, Instructional Approaches, Subject Specialization, Subject Scope, Reflective Practices, Assessment Methods

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Jacinta Katumbe Mutisya , Wilfrida Arnodah Itolondo , Samson Ikinya Kariuki , "Tutors' Academic Rationalism Orientation on Instructional Approaches in Primary Teachers' Training Colleges in Kenya," Universal Journal of Educational Research, Vol. 9, No. 2, pp. 310 - 318, 2021. DOI: 10.13189/ujer.2021.090207.

(b). APA Format:
Jacinta Katumbe Mutisya , Wilfrida Arnodah Itolondo , Samson Ikinya Kariuki (2021). Tutors' Academic Rationalism Orientation on Instructional Approaches in Primary Teachers' Training Colleges in Kenya. Universal Journal of Educational Research, 9(2), 310 - 318. DOI: 10.13189/ujer.2021.090207.