Influence of primary teacher trainees’ physical education pedagogical content knowledge on their learners’ competence during teaching practice: A Study Of Primary Teachers’ Training Colleges In Kenya

Abstract

Quality Physical Education provides a range of experiences geared towards developing skills and knowledge relevant to the 21 st century by instilling a positive attitude towards physical activity, academic performance and reducing the chances of young people from engaging in risky behavior. This study sought to determine the influence of Primary teacher trainees Physical Education pedagogical content knowledge on their learner’s competence during teaching practice. This was achieved through the study objectives; to determine the adequacy of content covered in the Physical Education curriculum for teacher education; to assess teacher trainees views on the content of the Physical Education curriculum for teacher training; to evaluate the resources for teaching Physical Education in teacher training colleges; and assess the effectiveness of trainees’ pedagogical content knowledge for curriculum delivery in primary schools during teaching practice; examine the challenges encountered by trainees in teaching Physical Education in primary schools during teaching practice. The study was based on Banduras Social Cognitive theory and adopted a mixed methods approach. The target population comprised of Teacher trainers and second year teacher trainees from both private and public primary teacher training colleges from Western Kenya. These were sampled through purposive sampling and stratified simple random sampling techniques which yielded 18 trainers and 483 trainees. Data for the study was collected through questionnaires for the teacher trainees, interviews with selected trainers and classroom observation of physical education lessons. A resource checklist was used to evaluate the resources for Physical Education. Quantitative data was statistically analysed to determine the means and percentages and presented using tables and charts. Qualitative data was analysed and presented thematically based on the research objectives. The conclusions of the study were; content covered in the Physical Education was adequate but there are aspects that are not adequately covered; the teacher trainees demonstrated competence in Physical Education pedagogical content knowledge, though there were disparities amongst them; though most facilities were available they were poorly maintained; teacher trainees faced challenges including inadequate time for various courses such as teaching practice, inadequate teacher trainers and inadequate facilities and equipment. The study recommendations were; the Ministry of Education consider increasing the training period to more than two years; the Ministry of Education allocate more time for teaching practice; the Kenya Institute of Education and Teachers Service Commission should provide in-service training on pedagogical content knowledge for Physical Education and other subjects; Teacher Training Colleges should allocate more resources in purchasing and maintenance of equipment and facilities for Physical Education respectively. The study should be able to broaden practitioners’ knowledge on Physical Education curriculum both for teacher training and teaching in schools.