Abstract:
There has been a concern about the quality of school teachers being prepared at the university especially in
pedagogy. The main objective of the study was to investigate the preparation of teacher-trainees in pedagogy in
Kenyan universities.The theoretical framework of the study was based on Shulman’s concept of pedagogical
content knowledge. The study was conducted in public and private universities in Kenya. Purposive, random and
stratified sampling techniques were used to select the subjects for the study.The sample size comprised of 85
lecturers and 1100 fourth year students drawn from the selected universities.The research instruments included
questionnaires, interview guide observation and document analysis. The study established that Teacher education
programme is narrow in scope, conservative/conventional in nature and more or less irrelevant to the needs of
modern Kenya. Lectures and students have a good perception about Teacher preparation programme however
they feelthe present duration for preparing school teachers is perceived to be inadequate.Also, the established
findings show that the quality of instruction in pedagogy good. The study recommended that given the need for
modernization and broadening of the scope of this programme to meet the needs of modern Kenya, the
duration/period of preparing school teachers be extended from the present four years to at least five years.
