Teacher cognition on use of instructional media use in English language pedagogy: A study of secondary schools in kenya

Abstract

Teacher Cognition plays a critical role in classroom pedagogical process. The purpose of this study was to investigate teachers' cognitions on the use of instructional media in English language pedagogy among secondary school teachers in Kenya. The study sought to answer the following research questions: What are the teachers' commonly held cognitions about instructional media in English language pedagogy? What are the determinants of teachers' cognitions on use of instructional media in English language pedagogy? How do contextual factors influence teachers' cognitions on instructional media use in English language pedagogy? How do the teachers' cognitions on instructional media manifest in their classroom pedagogical practices? The study was guided by Vygotsky's Social Learning theory and Borg's model of teacher cognition. The study is situated within the relativist- interpretivist paradigm which holds the premise that reality is subjective, internal and depends on one's perceptions and experience. The study adopted the qualitative approach and Multiple Case Study method. The study was undertaken in selected secondary schools in West Pokot County in Kenya. The target population was all teachers of English in secondary schools in the study area. Stratified sampling and simple random sampling methods were utilized to select the schools, while simple random and convenient sampling methods were used to select teachers of English. The heads of department of languages were sampled purposively. The sample size comprised forty-five (45) participants consisting of fifteen (15) heads of department and thirty (30) teachers of English. Open-ended interview questions, lesson observation guide and document analysis guide were used to generate data. Data was analyzed thematically based on the research questions and presented in narrative form. The study's findings revealed that teachers of English have cognitions about instructional media use, which greatly influenced their pedagogical practices. The way they utilized instructional media in their lessons was a function of their beliefs, thoughts, perceptions, experiences, knowledge and attitudes, which they carried into the teaching profession. The study also revealed that teachers' cognitions developed over time and were determined by teachers' level of education, training, teaching experience and interaction with colleagues. The context in which teachers work shaped their cognitions, and this influenced how they executed pedagogical practices. In light of the study findings, the study concludes that teachers’ cognitions about instructional media influence how they undertake their pedagogical practices. The classroom practices in turn contributes to development of teacher cognition. From the conclusions, the study recommends that teachers' cognitions should be factored into teacher education programs to improve the efficacy of the training experiences. In-service- programs should be put in place to sensitize teachers on utilization of instructional media in their lessons. Novice teachers should be mentored on the use of instructional media and a conducive environment provided in schools to ensure effective utilization of instructional media. On the whole, information on teachers' beliefs, perceptions, opinions, attitudes, and the analysis of contextual factors can be customized by stakeholders in education in making pedagogical decisions in language teaching.