Teacher education and professionalism: A Kenyan perspective

Abstract

The thrust of this paper is to assess the adequacy of teacher education in the preparation of teachers in terms of quality and quantity for Kenya's formal education system, that is, pre-primary, primary and up to the secondary cycles of education. To do this, a definition of teacher education is attempted. In addition, various categories of teacher education programmes are assessed with regard to curriculum content, duration of the programmes and academic qualifications of the trainees recruited. Finally, the status of the teaching profession and how it can be improved has been discussed.