Abstract:
This study was an investigation of the professional development of English language
teacher educators and its implications on primary teachers' education in Kenya. The
purpose of this study was to investigate the paradigm shift in professional development of language teacher educators and its implication on the teacher education for primary schools teachers in Kenya. The study was also guided by specific objectives based on; examination of the nature of professional development, exploration of the strategies being used and its adequacy and implications on primary teacher education. This study was guided by Vygostky's ZPD and Constructivism theories. Relevant to this theory is a Conceptual framework of professional development of English language teacher educators and its implication on teacher education programme. Research design which guided this study was descriptive survey. Mixed method approach was used in the generation and analysis of data. This study is situated within a philosophical paradigm of pragmatism and post-positivism world views. The target population consisted of the teacher educators and the teacher trainees. The study used questionnaires, interview schedules, document analysis and observations worksheets to collect data which was later organized, analyzed using SPSS programme and presented using tables, graphs and charts. The findings of this study established that there is no appropriate professional development of teacher educators of English language in Kenya's primary teachers colleges. The nature of existing professional development does not bridge the gap between theory and practice and it resides within the positivist tradition. There is also very limited holistic approach to professional development. This study recommends effective structure for professional development of teacher educators of English language among others. This revelation will improve the quality of English language teacher education in Kenya and other developing countries.
