Opportunities and challenges integration

Jul y1 41 6,201 Nai r obi ,Kenya Edi t or s Dr Adel hei dM.Bwi r e Mr ManuelS.Nyagi s er e Pr of JoannaO.Mas i ngi l a Pr of Henr yO.Ayot Proceedings of the 4th International Conference on Education Building Capacity Through Quality Teacher Education Nairobi, Kenya July 14-16, 2015 Editors Dr Adelheid M Bwire Mr Manuel S Nyagisere Prof Joanna O Masingila Prof Henry O Ayot Citation Bwire, A M., Nyagisere, M S., Masingila, J O., & Ayot, H O (2015) Proceedings of the 4th International Conference on Education Nairobi, Kenya: Kenyatta University Note Articles published in the proceedings are copyrighted by the authors Permission to reproduce an article or portions from an article must be obtained from the author Proceedings of the ICE, 2015 Preface Kenyatta University and Syracuse University have had an institutional linkage since 2000 This conference is one of the activities sponsored through the Kenyatta University-Syracuse University partnership These proceedings are a written record of the research presented at the International Conference on Education held July 14-16, 2015 at the Kenyatta University Conference Centre, Nairobi, Kenya The theme of the conference, Building Capacity Through Quality Teacher Education, focused on important issues related to building capacity in teacher education Other educational issues were also addressed through researchers’ contributions at the conference Proceedings of the ICE, 2015 TABLE OF CONTENTS Proceedings of the 4th International Conference on Education .0 Preface .1 OPPORTUNITIES AND CHALLENGES: INTEGRATION OF ICT IN TEACHING AND LEARNING MATHEMATICS IN SECONDARY SCHOOLS, NAIROBI, KENYA TEACHERS' WILLINGNESS TO INTEGRATE ICT TOOLS IN CLASSROOM TEACHING AMONG PRIMARY SCHOOL TEACHERS IN MSAMBWENI SUB-COUNTY KWALE COUNTY, KENYA 13 PREDICTORS OF EXTENT OF INTEGRATION OF COMPUTERS IN CLASSROOM TEACHING AND LEARNING AMONG SCIENCE AND MATHEMATICS TEACHERS IN PUBLIC SECONDARY SCHOOLS IN KWALE COUNTY, KENYA 21 CLOUD COMPUTING AND ITS APPLICATION IN TUTORIAL MANAGEMENT: AN ACTION RESEARCH APPROACH 30 EFFECTS OF MATHEMATICAL VOCABULARY INSTRUCTION ON STUDENTS’ ACHIEVEMENT IN MATHEMATICS IN SECONDARY SCHOOLS OF MURANG’A COUNTY, KENYA 38 AN ANALYSIS OF UNDERGRADUATE STUDENTS’ UNDERSTANDING OF THE CONCEPTS OF CONTINUITY AND DIFFERENTIABILITY 44 EDUCATION: NEW HORIZONS 52 WHAT’S THE PLACE OF COGNITIVE LINGUISTICS IN THE TEACHING OF ENGLISH IDIOMS IN KENYAN CLASSROOMS? 58 RELATING THEORY AND PRACTICE IN THE TEACHING OF CONNECTORS 67 HOW DOES NOTATIONAL COMPETENCE AFFECT STUDENT UNDERSTANDING AND PERFORMANCE IN MATHEMATICS? 80 CHEMISTRY TEACHERS’ ROLE IN CHANGING PRACTICAL WORK FROM “HANDS ON” ACTIVITIES TO “MINDS ON” ACTIVITIES 86 INSTRUCTIONAL MEDIA USE IN ENHANCING STUDENTS’ LEARNING OF THE ENGLISH LANGUAGE IN BUNGOMA NORTH DISTRICT'S SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA 96 DO PICTURES HAVE AN EFFECT ON LEARNER PERFORMANCE IN COMPOSITION WRITING? 105 THE PREVAILING STATE OF TEACHING PRACTICE IN TEACHER PREPARATION 112 INFORMATION COMMUNICATION TECHNOLOGY INTEGRATION IN BIOLOGY INSTRUCTIONAL PROCESS IN SECONDARY SCHOOLS IN MIGORI COUNTY, KENYA 126 USE OF COMPUTERS IN TEACHING AND LEARNING BUSINESS STUDIES IN SECONDARY SCHOOLS: WESTLANDS DISTRICT, KENYA 133 Proceedings of the ICE, 2015 WHAT SHOULD THE FOUNDATION PHASE TEACHERS KNOW? A CONTENT ANALYSIS OF A LEARNING GUIDE 143 INTEGRATING GUIDANCE AND COUNSELING MODELS INTO TEACHER TRAINING 154 QUALITY EDUCATION UNDER THREAT IN TEACHER TRAINING COLLEGES: A CASE STUDY OF NAIROBI COUNTY, KENYA 164 THE TASK-BASED LANGUAGE LEARNING AND TEACHING (ACTIONABLE PERSPECTIVE) OF FRENCH IN SECONDARY SCHOOLS IN KENYA 181 SCHOOL MANAGEMENT’S AND TECHNICAL SUPPORT TO PHYSICS TEACHERS AND STUDENTS IN USE OF ICT IN TEACHING AND LEARNING 187 IMPACT OF VIDEO ASSISTED INSTRUCTION ON STUDENTS LEARNING MOTIVATION-A POSITION PAPER 197 EFFECTIVE EDUCATIONAL TECHNOLOGY INTEGRATION THROUGH CAPACITY BUILDING: INEXORABLE MODERNIZATION OF THE KENYAN EDUCATION SYSTEM 205 IMPROVING MATHEMATICAL ACHIEVEMENT BY ENGAGING PROSPECTIVE PRIMARY TEACHERS IN LEARNING MATHEMATICS THROUGH PROBLEM SOLVING 212 EFFECT OF PRACTICAL WORK IN PHYSICS ON THE STUDENTS’ PERFORMANCE IN PHYSICS 220 TEACHERS’ PERSPECTIVES TOWARDS USE OF TECHNOLOGY: THE CASE OF GEOGEBRA IN TEACHING MATHEMATICS IN KENYA 228 PROBLEMATIC AREAS IN THE DIDACTICS OF TEACHING AND LEARNING FRENCH AS A FOREIGN LANGAUGE IN KENYA 238 BASELINE SURVEY ON THE QUALITY AND EFFICIENCY OF TEACHING PRACTICE IN MIDDLE LEVEL COLLEGES: THE CASE OF KENYA TECHNICAL TEACHERS COLLEGE, NAIROBI, KENYA 247 MENTORING SECONDARY SCHOOL TEACHERS FOR EFFECTIVE TEACHING AND LEARNING 254 MOVING FROM PILLAGE OF RESOURCES IN SECONDARY SCHOOLS BY PRINCIPALS TO TRANSFORMATIVE LEADERSHIP BY CHOICE KIBWEZI SUB COUNTY IN MAKUENI COUNTY KENYA 259 GRAFFITI WRITING AND ITS LIKELY INFLUENCE ON ENGLISH LANGUAGE LEARNING IN SELECTED SECONDARY SCHOOLS IN THE LARGER LAIKIPIA EAST DISTRICT, LAIKIPIA COUNTY, KENYA 264 APPRAISAL OF THE ADEQUACY AND IMPLEMENTATION OF THE ENGLISH CURRICULUM IN BURUNDI STATE PRIMARY SCHOOLS 273 PERCEPTION OF TEACHING AS A PROFESSION AND UB TEACHER TRAINEES’ ATTITUDE TOWARDS TRAINING PROGRAMME AND TEACHING 284 Proceedings of the ICE, 2015 STEREOTYPE THREAT AND UB TEACHER’S TRAINEE’S ATTITUDE TOWARDS TEACHER TRAINING PROGRAMME AND TEACHING 295 THE ROLE OF LANGUAGE IN THE TEACHING AND LEARNING MATHEMATICS 306 MENTORING IN PRE-SERVICE TEACHER EDUCATION: THE CASE OF A DEVELOPING COUNTRY, KENYA 311 TEACHER’S DISTRIBUTION PATTERN AS DETERMINANTS OF EFFECTIVE TEACHING AND LEARNING IN NIGERIA SECONDARY SCHOOLS 327 TEACHERS’ PREPAREDNESS IN INTEGRATING INFORMATION COMMUNICATION TECHNOLOGIES IN PUBLIC PRIMARY TEACHER TRAINING COLLEGES IN KENYA 333 PERSPECTIVES ON TUTORS’ PREPAREDNESS AND ADOPTION OF ICT IN PUBLIC TEACHER TRAINING COLLEGES IN KENYA 344 UNCERTAINTY REDUCTION FOR SUCCESSFUL INTERCULTURAL INTERACTION IN DADAAB REFUGEE CAMP 355 DEFINING AND MEASURING TECHNICAL THINKING: STUDENTS’ TECHNICAL ABILITIES IN KENYAN INSTITUTES OF SCIENCE AND TECHNOLOGY 364 RECENT DEVELOPMENTS IN E-LEARNING PEDAGOGY: ROLE OF KENYATTA UNIVERSITY IN TEACHER EDUCATION 377 INTEGRATION OF ICT IN THE TEACHING OF BIOLOGY – A CASE OF SELECTED SECONDARY SCHOOLS IN MUMIAS SUB COUNTY 391 WHAT TEACHERS CAN LEARN FROM THE EXPERIENCES OF INTERNATIONAL STUDENTS: A KENYAN CASE STUDY 416 TECHNICAL TEACHER TRAINING VIA ELEARNING IN MOZAMBIQUE 426 THE EFFECT OF USING MULTIMEDIA CASES ON PROSPECTIVE TEACHERS SELF-EFFICACY BELIEF 436 CHEMISTRY PROFESSORS’ CONCEPTION OF NATURE OF SCIENCE: IMPLICATION FOR SCIENCE EDUCATION 448 ASSESSMENT AND IMPROVING SCIENCE TEACHERS’ CONCEPTION OF NATURE OF SCIENCE (NOS): A REVIEW OF THE LITERATURE 462 TOTAL REWARDS AND ACADEMIC STAFF PERFORMANCE IN THE COLLEGE OF EDUCATION AND EXTERNAL STUDIES, MAKERERE UNIVERSITY 471 AN OVERVIEW OF TEACHER PROFESSIONALISM AND INFORMATION ETHICS 481 GENDER DIFFERENCES IN LEARNING OUTCOMES ON THE MOLE CONCEPT IN A DEVELOPING COUNTRY: KENYA 489 STUDENT, TEACHER AND SCHOOL RELATED VARIABLES AS DETERMINANTS OF CHEMISTRY ACHIEVEMENT IN KENYA: A CASE OF THE MOLE CONCEPT 498 Proceedings of the ICE, 2015 DETERMINANTS OF PRE-SCHOOL TEACHERS’ USE OF CULTURALLY RELEVANT MATERIALS IN INSTRUCTION: A CASE OF KIENI WEST SUB-COUNTY, KENYA 508 INSTRUCTIONAL MEDIA USE IN ENHANCING STUDENTS’ LEARNING OF THE ENGLISH LANGUAGE IN BUNGOMA NORTH DISTRICT'S SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA 516 THE LANGUAGE DEMANDS OF THE KENYA CERTIFICATE OF SECONDARY EDUCATION MATHEMATICS EXAMINATION 525 PHYSICS CLASSROOM DISCOURSE FAVORS BOYS MORE THAN GIRLS: A MYTH OR REALITY? 534 EFFECTS OF CONCEPT MAPPING BASED INSTRUCTION ON STUDENTS’ ACHIEVEMENT IN PHYSICS IN SECONDARY SCHOOLS, KENYA 547 TEACHING PRACTICE AS INTERNSHIP 555 Proceedings of the ICE, 2015 OPPORTUNITIES AND CHALLENGES: INTEGRATION OF ICT IN TEACHING AND LEARNING MATHEMATICS IN SECONDARY SCHOOLS, NAIROBI, KENYA Sheila Amuko Kenyatta University Oyeila2014@gmail.com Marguerite Miheso-O’Connor Kenyatta University miheso.marguerite@ku.ac.ke Sophie Ndeuthi Kenyatta University ndethiu.sophia@ku.ac.ke This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County The study, adopted a descriptive survey design Three instruments questionnaires’, a structured interview schedule and an observation checklist The study was carried out in twelve public secondary schools in Nairobi County Data was analysed using descriptive statistics Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics Keywords: ICT, School and Teacher Challenges, Teaching and Learning Mathematics Introduction In Kenya Mathematics is a compulsory subject in secondary schools Due to its importance the government is committed in ensuring the provision of high quality Mathematics education The government of Kenya through the Ministry of Education and Kenya Institute of Curriculum Development has come up with e-learning materials Effectively introducing technology into schools is also largely dependent upon the availability and accessibility of ICT resources (e.g hardware, software and communications infrastructure) Technology is essential in teaching and learning mathematics; it influences the Mathematics that is taught and enhances students’ learning There are several benefits of using ICT in teaching and learning Mathematics ICT has the potential to transform the nature of education; improving teacher’s design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment (Khan, Hossain, Hasan and Clement, 2012) However there are challenges and opportunities that hinder greatly the integration of ICT in teaching and learning Mathematics in secondary schools Opportunities and Challenges in Integration of ICT The growth of information and communication technologies (ICT) has dramatically reshaped teaching and learning processes Mathematics teachers are faced with inhibiting challenges or barriers to computer use (Hudson and Porter, 2010) For this reason, there have been several studies that have specifically focused on ICT integration in secondary Mathematics teaching Drent and Meelissen (2008); Ottenbreit-Leftwich, Glazewski, Newby and Ertmer, (2010); Tsai and Chai (2012); and Wachira and Keengwe (2011) describe two types of barriers, currently hampering the integrated use of ICT by teachers:- external (first order) barriers and internal (second order) barriers Proceedings of the ICE, 2015 Kipsoi, Chang’ach and Sang (2012) observe that policy makers in Kenya continue to introduce strategies for ICT, with the intention of increasing its use in secondary schools These strategies are likely to have an effect on the school level factors The teacher level obstacles are more difficult for policy makers to tackle as it is the teachers themselves who need to bring about the required changes in their own attitude and approach to ICT Stigler and Hiebert (2009) in their research findings stated that, the main factor in front of Mathematics integration process is the gap between the curriculum’s expectations and teachers’ beliefs However, Gao, Tan, Wang, Wong and Choy (2011) suggested that, the integration of ICT into the Mathematics classroom depends on individual teachers as well as the schools’ contextual factors Teacher related, challenges impact on fundamental change and are typically rooted in teachers’ core beliefs and are therefore the most significant and resistant to change Fullan (2007) Teachers related factors refer to teacher comfortability, teacher confidence and teacher competence Research indicates that lack of teachers’ confidence prevents teachers from using ICT in their teaching (Peeraer and Van Petegem, 2011) Similarly Balanskat, Blamire and Kefala (2006) indicated that limitation in teachers ICT knowledge makes them feel anxious about using ICT in the classroom and thus not confident to use it in their teaching Teachers’ computer competence is a major predictor of integrating ICT in teaching Evidence suggests that majority of teachers who reported negative or neutral attitude towards the integration of ICT into teaching and learning processes lacked knowledge and skills that would allow them to make an “informed decision” (Bordbar, 2010) A study conducted by Agyei and Voogt (2012) in Ghana among pre-service and in-service Mathematics teachers, reported low levels of ICT integration levels as a result of low competencies and access levels of ICT Successful integration of ICT in teaching is related to teachers’ competence and also their attitudes towards the use of modern technology in their teaching and learning Ayub, Bakar and Ismail (2012) Positive attitudes towards computer use by school teachers are important to ensure the integration of the technology is effectively carried out in the school curriculum and also during teaching and learning (Buabeng-Andoh, 2012) Teachers’ attitudes are influenced by their perception of the usefulness of ICT, their behaviour intentions and pedagogical aspects (Ayub et al., 2012) Teachers’ attitudes towards using ICT in teaching and learning are also influenced by several factors In teaching and learning of Mathematics, teachers’ beliefs about Mathematics learning with or without using technology are considered to be important because it could influence teaching and learning, and curriculum reform (Güven, Çakiroğlu and Akkan, 2009) At the classroom level, teachers’ beliefs can accelerate or slow down curriculum reforms as teachers’ beliefs are resistant to change and play a role in teaching practices (Boaler, 2013) Findings from a study done in Kenya by (Kukali, 2013) has shown that teachers who begin using ICT in their teaching, initially believe that technologies creates more work for them In addition,(Güven et al., 2009) found that, Turkish Mathematics teachers have negative beliefs about using computers in Mathematics teaching because of negative experiences; however, they expressed that these beliefs can be changed with in-service and out-of-service courses focusing on long-term constructivist approach School related challenges refer to inadequate provided resources such as infrastructure, support, trainings and time In Kenya, teachers rated lack of time as one of the most problematic factor to technology utilization in schools They further said that mastering technology requires time (Kukali, 2013) Breakdown of a computer causes interruptions and if there is lack of technical assistance, then it is likely that the regular repairs of the computer will not be carried out resulting in teachers not using computers in teaching The effect is that Proceedings of the ICE, 2015 teachers will be discouraged from using computers because of fear of equipment failure since no one would give them technical support in case there is technical problem (BuabengAndoh, 2012) A study, in New Zealand and Australia conducted by Hudson and Porter (2010), found that, one of the barriers that Mathematics teachers identified in failing to adopt the use of computers in the classroom, is the lack of computer use is due to lack of experience, lack of adequate professional training and lack of professional support in the use of computers in Mathematics instruction Successful use of technology for the benefit of children depends on the knowledge of teachers and their confidence and competence in using technology So not only teachers need to learn how to use technology, they also need to learn how to apply the technology to teaching and learning In addition, they need to know which technologies will most effectively meet children’s skills, abilities and needs (Girgin, Kurt, and Odabasi, 2011) Research Objective The purpose of this study was to examine the challenges and opportunities to ICT use in teaching and learning Mathematics in secondary schools Specifically, this research focused on school related and teacher related challenges and opportunities towards ICT in teaching and learning Mathematics Methodology This research used descriptive survey design and data collection was conducted on twenty-four Mathematics teachers from twelve secondary schools in Nairobi County Purposive sampling was used to select teachers from the twelve schools For this purpose the researcher developed a questionnaire, an interview schedule and an observation checklist that was piloted in a school was not included in the study Two educational lecturers validated the instruments Reliability test was done using Cronbach alphaα Cronbach’s alpha α coefficient was used to measure interval consistency of challenges and opportunities influencing integration of ICT in teaching and learning Mathematics Data analysed was guided by the research objective Data code sheets were created from those instruments then keyed into the statistical package for social science (SPSS) computer package Qualitative data was grouped into similar themes in line with the research questions Quantitative data was analysed using descriptive statistics like frequencies, mean and percentage Results of the Findings ICTs infrastructures, training and seminars are costly and financial plans are essential for secondary schools to catch up with rapid changes and improvement in hardware, software and networks This study established to find out the contributing opportunities and challenges that influenced integration of ICT in teaching and learning Mathematics from the respondents The findings are presented in Table 1.1 Proceedings of the ICE, 2015 546 aids The lecture here uses charts, diagrams, real objects and chalkboard illustrations (c) Lecture with demonstrations where the teacher performs an experiment or a practical to enhance the lesson GIVES DIRECTIONS Directions, commands, or orders to which a student is expected to comply CRITICIZES OR JUSTIFIES AUTHORITY statements intended to change student behaviour from nonacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing what he is doing; extreme selfreference STUDENT TALK-RESPONSE: a student makes a predictable response to teacher Teacher initiates the contact or solicits student statement or structures the situation Freedom to express own ideas is limited STUDENT TALK-INITIATION: Talk by students that they initiate Expressing own ideas; initiating a new topic; freedom to develop opinions and a line of thought, like asking thoughtful questions; going beyond the existing structure 10 SILENCE OR CONFUSION: This category is divided into: (a) Students performing experiments, making observations, recording measurements and drawing graphs (b) Short periods of silence and confusion when communication cannot be understood by the observer NOTE: There is no scale implied by these numbers Each number is classificatory; it designates a particular kind of communication event To write these numbers down during observation is to enumerate, not to judge a position on a scale Proceedings of the ICE, 2015 547 EFFECTS OF CONCEPT MAPPING BASED INSTRUCTION ON STUDENTS’ ACHIEVEMENT IN PHYSICS IN SECONDARY SCHOOLS, KENYA Vincent O Wasonga Kenyatta University wovincent@yahoo.com Nicholas W Twoli Kenyatta University nicholastwoli@yahoo.com Gichuhi Waweru Kenyatta University giwawa06@yahoo.com Candidates’ responses to a large extent show partial concept development (KNEC, 2006) The purpose of this quasi-experimental study using pre-test and post-test with control and experimental groups was to determine if combining instructional concept mapping (ICM) and conventional instructional techniques (CIT) would improve students’ achievement in physics Validated instruments were used to gather data on students learning achievements in physics, role of physics teacher and student, and challenges encountered in ICM and CIT lessons Analysis of data was done using both descriptive and inferential statistics It was found that students in the concept mapping group were more participative in class and obtained a statistically significant higher mean gain on the physics test compared to the non-concept mapping class, with p < 0.05 It was concluded that generating instructional concept maps is an effective teaching and learning tool for developing physics concepts Keywords: Instructional concept mapping, Conventional, Improve, Achievement Introduction Kenya’s economy requires a steady supply of scientifically and technologically knowledgeable human resource (Mutahi, 2009) This underscores the fact that science and technology have immense contribution to the growth and development of a country Consequently, students should be equipped with the necessary knowledge and skills in science and technology to function in modern times Any breakthrough in science and technology is deeply rooted in the strength of science education It is in recognition of this dominant position occupied by science that during the Fifth Ordinary Session of the Conference of Ministers of Education in Africa (COMEDAF V) held in April 2012 in Abuja, Nigeria, Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) was showcased as model ‘Centre of Excellence’ in the promotion of quality of mathematics and science education at the basic level in Africa (Mutula, 2012) Physics is one of the science subjects taught under science education Advancements in technologies in information and communication, medical, environmental, crime control and security, among others, are some of the achievements brought about by physics Therefore, specific priority of physics in the development of scientific and technological programmes of a nation is important In Kenya, the experience of low enrolment and poor performance in physics among students at varying levels of learning is reflected in the candidates’ performance in the Kenya Certificate of Secondary Education (KCSE) Physics examination between the years 2006 and 2010 as shown in Table Proceedings of the ICE, 2015 548 Table 1: Candidates’ Overall Performance in Physics in the Years 2006 to 2010 Year Candidature 2006 2007 2008 2009 2010 72,299 83,162 93,692 104,883 109,811 Percentage Candidature 29.70% 30.12% 30.72% 31.09% 30.72% Maximum Score 200 200 200 200 200 Mean Score 80.63 82.63 73.42 62.62 70.22 Standard Deviation 73.00 35.00 35.43 34.02 35.73 Source: KNEC KCSE Examination Reports (2006 - 2010) From Table 1, it can be observed that students’ participation in physics reduces as they progress through education with enrolment in KCSE ranging between 29.70% and 31.09% of the total candidature The mean students’ performance in the examinations has also stagnated at scores between 62.62 and 82.63 out of a maximum score of 200 The poor performance in the physics national examinations calls for intervention This formed the basis of cooperation between the Government of Kenya (GOK) through Ministry of Education, Science and Technology (MOEST) and the Government of Japan (GOJ) through Japan International Cooperation Agency (JICA) since 1998 to build capacities of mathematics and science teachers through the Strengthening of Mathematics and Science in Secondary Education (SMASSE) Project It was an intervention to address poor students’ performance in mathematics and science subjects in the KCSE examination The overall goal was to upgrade ability of secondary school students in mathematics and science through InService Education and Training (INSET) of teachers of these subjects to improve their teaching At the onset of SMASSE Project in 1998, a baseline study was conducted to identify factors responsible for poor performance in mathematics and science at secondary school level The study identified negative attitude toward mathematics and science, poor teaching methodology, inadequate mastery of teaching subject content, inadequate teaching and learning materials that include ill-equipped laboratories, and school management among other factors (Waititu and Orado, 2009) The project technical team identified teaching methodology as the overriding factor and focused on INSET for teachers to improve their teaching practices The project team designed an instructional approach known as ASEI-PDSI approach, an acronym for Activity, Student, Experiment, and Improvisation (ASEI) and Plan, Do, See and Improve (PDSI) This approach endeavours to shift teaching and learning from knowledge-based teaching to activity-based learning, teacher-centred teaching to learnercentred learning, expository to experiment, research and improvisation Concept mapping based instruction is one of the instructional strategies advocated by CEMASTEA as a learner-centred learning approach (Makoba, 2012) Concept mapping is a meta-learning strategy based on the Ausubel-Novak-Gowin theory of meaningful learning (Novak and Gowin, 1984) Its advantage lies on the fact that learning new knowledge is dependent on what is already known It upholds that new knowledge gains meaning when it can be largely related to a framework of existing knowledge rather than being processed and stored in isolation It mainly emphasizes the meaningful relationships between variables or sub-concepts in the main concept Concept mapping based instruction is considered an active rather than passive learning task, and it serves as an elaborative study activity when students are guided to construct concept maps in the presence of the materials they are learning It requires students to enrich the material they are studying and encode meaningful relationships among concepts within an organized knowledge structure Instructional concept maps also serve to reinforce students' understanding, and assess their achievement, among other educational applications Proceedings of the ICE, 2015 549 In view of the immense contribution of concept mapping based instruction to the process of teaching and learning science and mathematics, it is an invaluable area for more research, particularly in the case of SMASSE’s ASEI-PDSI implementation programme Purpose of the Study The purpose of this quasi-experimental study was to determine if combining instructional concept mapping and conventional instructional techniques would improve students’ achievement in physics, focusing on the topic ‘electric current’ The research questions investigated in this study were as follows: Does concept-mapping strategy improve students’ achievement in Electric Current? What are the roles of teachers and students in lessons employing concept mapping strategy and conventional instructional techniques? What are the challenges encountered by physics teachers and students when using concept mapping strategy as compared to those using conventional instructional techniques? This study focused on concept mapping as a learner centred approach and students’ achievement in Physics in public secondary schools in Nairobi County Achievement was evaluated on the basis of students’ performance in achievement tests Various aspects of the teacher and the learner during physics instruction were considered Among the teacher aspects included variation and integration of instructional strategies during physics lessons These strategies range from teacher centred and interaction approaches to learner centred approach with main emphasis on concept maps On the other hand, learners’ characteristics during the physics lessons were evaluated on their ability to integrate new knowledge to existing structures in order to retain knowledge and receive meaning of the concepts learned, and to identify gaps in knowledge This involves diagnosis of misconceptions The findings of this study are limited to the sampled schools and may vary from the rest due to their unique characteristics and other factors that influence performance other than instructional techniques, such as attitude and motivation The findings are also limited to the topic ‘electric current’ and the extent to which the guideline for using the concept mapping approach was adhered to Research Design This study used quasi-experimental design using pre-test and post-test with a control group and experimental group This research design was as shown in Figure The following were considered the main variables of the study The independent variable was “use of Instructional Concept Maps (ICM) and Conventional Instructional Techniques (CIT)” while the dependent variable was “Students’ achievement in physics” The CIT included lecture, discussions, demonstrations, and laboratory experiments KEY: Experimental: R O1 X O2 Control: O3 X O4 R O1 and O3 – Pre-test X Treatment X No Treatment O2 and O4 – Post-test R – Randomly selected Figure 1: Research Design for the Study Proceedings of the ICE, 2015 550 Purposive sampling was used to select public secondary schools that offer physics curriculum at form three since they were the target population for this study Stratified random sampling was then used to select the boys’ and girls’ secondary schools In the sampled schools, Form Three physics students were purposively selected to consider the topic, electric current, which was being taught at this level Random sampling was then used to select streams and assign them into experimental and control groups The participants in this study were four streams (whole classes) of form three physics classes The boys’ and girls’ schools were represented by two streams each Each stream had 33 students One stream in sampled boys’ school was assigned experimental group The other one was assigned control group A similar approach was used for sampled girls’ school The three physics teachers for the sampled streams were included in the study as research assistants Four validated data gathering instruments were used: (a) a classroom observation schedule, (b) a teacher questionnaire, (c) a student questionnaire, and (d) two physics' achievement tests; pre-test and post-test These were free response style written tests consisting of 20 items to be answered in one hour and were used to measure the learners’ performance in physics The objective was to measure the students’ knowledge on concepts of physics before and after the treatment The pre-test was set from topics before electric current while post-test was set from the electric current topic Both pre-test and post-test were set and moderated by a panel of three physics teachers A table of specification was used to construct the test items and to ensure they were well balanced in terms of knowledge and skills tested (Maundu, Sambili and Muthwii, 2005) Content validity was achieved through subject matter expert’s verifications based on the experts’ opinion of experienced physics teachers The classroom observation schedule was used to gather data on the observed roles of teachers and students in lessons using ICM and those of CIT The instrument was administered during the lessons Student questionnaire was adapted and modified from Simonson (1984:302) It was used to gather data on the challenges faced by teachers and learners during instructional process It consisted of a number of items on a Likert scale that required the participants to give a rating to a given statement on a scale of (strongly disagree) to (strongly agree) The reliability estimate of the questionnaire was determined during the pilot study and necessary modifications made on the items Data Collection Techniques Pre-test on physics was given to both groups prior to the intervention The pre-test result enabled the researcher to determine the equivalence of the groups’ ability in physics concepts at the beginning of the study (Table 4.1), which is essential in the quasi-experimental method During the intervention, the experimental group was taught ‘electric current’ concepts using concept maps as a teaching and learning tool while the control group was taught the same concepts without using concept maps Concept maps were drawn progressively by the teacher and students in line with the progress of the lesson At the end of the lesson, an overview of the main concepts and their sub-concepts including their propositional links were produced Students further worked in supervised groups to produce more concept maps for the same concepts learned during a lesson The classroom observation schedule was used to collect observed data on lessons employing instructional concept mapping and on those of conventional instructional techniques The two groups in girls’ school were taught by two assisting teachers through a coordinated team teaching while the two groups in boys’ school were taught by one teacher Participating teachers followed teacher’s instructional guide to ensure that they adhered to the principles guiding the experiment especially the teaching methods while they taught the ‘electric current’ topic and its related concepts It was to eliminate the possibility of the Proceedings of the ICE, 2015 551 teachers introducing their biases Both groups were given the post-test after completion of the topic The questionnaires were then administered to the participating students and teachers Results and Discussion The students’ pre-test scores were used to calculate the mean, standard deviation and the standard error of mean of both the experimental and the control The mean scores on the pretest were very close for the two groups indicating the two groups were of equivalent ability in physics (Table 2) Table 2: Pre-test Scores for Experimental and Control Groups Descriptive statistics School Group N A (Boys) B (Girls) Experiment Control Experiment Control 33 33 33 33 Mean (Max x =40) 17.18 16.76 18.79 18.36 Std Deviation 4.8118 5.1783 6.0247 5.8085 Std Error Mean 0.8252 0.9014 1.0650 0.9961 Levene’s Test for Equality of Variances F p 0.0129 0.9100 0.0609 0.8059 Comparison between the mean scores was carried out using an independent-samples ttest The t-test results showed that the difference was not statistically significant (Table 3) Therefore, the two groups in both schools were assumed to be equivalent with respect to their initial knowledge and understanding of physics concepts Table 3: Independent t-test Results on Initial Group Differences Independent t-test for Equality of Means School A (Boys) B (Girls) Equal Variances Unequal Variances Equal Variances Unequal Variances t df Sig (2-tailed) Mean Diff Std Error Diff 95% Confidence Interval of the Difference Lower Upper 0.3447 64.000 0.7314** 0.4242 1.2305 -2.0341 2.8825 0.3447 63.658 0.7314 0.4242 1.2305 -2.0348 2.8832 0.2913 64.000 0.7718** 0.4243 1.4568 -2.4860 3.3346 0.2913 63.915 0.7718 0.4243 1.4568 -2.4869 3.3355 **Difference is not statistically significant, p>.05 The students’ achievements of electric current concepts were investigated for both the experimental and control groups Table shows the descriptive statistics and Levene’s test for equality of variances results on difference in students’ achievements The data were obtained immediately after the intervention and therefore this is considered as the immediate learning gain Proceedings of the ICE, 2015 552 Table 4: Descriptive Statistics Results for Difference in Learning Gains Descriptive statistics School Group N A (Boys) B (Girls) Experiment Control Experiment Control 33 33 33 33 Mean (Max x =40) 21.18 18.48 25.03 21.91 Std Deviation 5.3060 4.7112 5.4514 6.2016 Std Error Mean 0.9100 0.8201 0.9637 1.0636 Levene’s Test for Equality of Variances F p 0.4048 0.5269 1.1255 0.2927 An independent-samples t-test was conducted to compare students’ achievement of the learned electric current concepts in ICM and CIT lessons In boys’ school, there was a statistically significant difference in the scores for experimental (M = 21.18, SD = 5.3060) and control (M = 18.48, SD = 4.7112) groups at the 5% level of significance; t (64) = 2.1834, p = 0.0327 Similarly, in Girls’ school, the immediate mean gain score for the experimental group (M = 25.03, SD = 5.4514) was high compared to the control group (M = 21.91, SD = 6.2016) and the difference is statistically significant at the 5% level, t (64) = 2.1715, p = 0.0336 based on an equal variance independent t-test (Table 5) Table 5: Independent t-test Results for Difference in Learning Gains Independent t-test for Equality of Means School A (Boys) B (Girls) Equal Variances Unequal Variances Equal Variances Unequal Variances Mean Diff Std Error Diff 95% Confidence Interval of the Difference Lower Upper 0.0327* 2.6970 1.2352 0.2294 5.1646 63.116 0.0327 2.6970 1.2352 0.2286 5.1654 2.1715 64.000 0.0336* 3.1212 1.4374 0.2498 5.9926 2.1715 62.965 0.0337 3.1212 1.4374 0.2480 5.9944 t df 2.1834 64.000 2.1834 Sig (2-tailed) *Difference is statistically significant, p < 05 The equal variance independent t-test was used after ascertaining that the two groups have similar variances as indicated by the p-value for the Levine’s test that is greater than 0.05 (Table 4) The statistically significant difference in the t-test result means that the experimental group was superior to the control group suggesting the benefit of instructional concept maps on learning Novak and Musonda (1991) showed that students taught using concept maps posses more valid science concepts and hold fewer misconceptions compared to students instructed using conventional methods Roles and Challenges of Teachers and Students in ICM and CIT Lessons The primary role of a classroom teacher as an instructor is to plan and implement study lessons in a manner that helps students to develop and relate concepts A teacher is supposed to teach areas of the curriculum, monitor, evaluate and report students’ progress in key learning areas, and implementing strategies to achieve targets related to specific student learning outcomes The research findings established the following; (a) teaching strategies commonly employed by teachers are teacher centered or interactive, and rarely learner- Proceedings of the ICE, 2015 553 centered Other than national examinations oriented experiments (practical), teachers rarely plan activity-based lessons; (b) teachers did not find difficulty in using instructional concept maps for the first time; (c) teachers rank high on their ability to prepare the learners before using a specific teaching strategy and that they demonstrated competence on the use of specific strategies/methods Further findings showed that; (a) teachers were able to review the lessons much better in ICM lessons than in CIT lessons, giving summary to the lesson during or at the end of the lesson We can suggest that constructed concept maps gave a summary of the concepts learned during the lesson and made it easy for the teachers to review the lessons; (b) teachers were able to report/reinforce key points in the presentation immediately in ICM lessons unlike in CIT lessons where teachers mostly reported/reinforced key points at appropriate breaks This is possibly because the level of teacher-student and student-student interaction in ICM lessons is relatively high and that immediate response is necessary in the process of constructing the concept maps; (c) the level of learners’ participation and interaction with the teaching resource was high in ICM lessons compared to CIT lessons This could be attributed to the fact that learners in ICM lessons worked in groups, and were directly involved in construction of the concept maps and teachers only served to facilitate the process This shows that ICM lessons have the students at its centre in an active role and teacher in a passive, instructive role We can also say that perhaps students’ participation in the lessons, and interaction with learning resources and with each other in CIT lessons is only limited to question-answer sessions, discussion, teacher guided problem solving sessions and during experiments which are in themselves not adequate; (d) students in ICM lessons asked questions and sought guidance “a great deal” This was unlike in CIT lessons in which students “fairly adequately” asked questions or sought guidance Conclusions Based on the study findings, the following conclusions were made First, given that in the post-test, the mean difference between the two groups was large enough and the equal variance independent-samples t-test confirmed that the difference is statistically significant at 5% level of significance and 95% confidence level (interval), the study concluded that concept mapping instruction has a positive effect on students’ achievement in physics Secondly, the study concluded that teachers commonly used teacher centered or interactive teaching methods mainly because they are either “not ready” or are unprepared to plan and implement activity-based or learner-centered lessons as advocated by SMASSE’s ASEI-PDSI programme Such activity-based lessons are slightly more involving in terms of time and effort to plan compared to teacher-centered or interactive based lessons Teachers tend to prefer strategies based on ease of use of the strategies/methods Thirdly, instructional concept maps were viewed as a better way of summarizing concepts learned during the lesson thereby making it easy for the lessons to be reviewed and key points reported or reinforced as is required Fourth, learners’ participation is high in student centered learning The level of students; interaction with the teaching resource and with each other is also high This translates to active learning and students taking responsibility for their own learning Lastly, that the challenges teachers and students encounter during the lessons influence the quality of instruction These challenges are the same for all teaching strategies/methods However, most of these challenges are easy to overcome by adopting certain teaching strategies Acknowledgement My sincere gratitude goes to the principals of the two participating schools, the science head of department and physics teachers of the schools for their assistance during the data Proceedings of the ICE, 2015 554 collection process Physics teachers were particularly supportive They actively got involved in the study as research assistants and had even to change their teaching approaches to facilitate the study My appreciation also goes to the students who participated in the study References Kenya National Examinations Council (2006) 2005 KCSE Examination Report Nairobi: The Kenya National Examinations Council Kombo, D., & Tromp, A (2006) Proposal and Thesis Writing: An Introduction Nairobi: Paulines Publications Africa Lawshe, C H (1975) A Quantitative Approach to Content Validity Personnel Psychology, 28(4) Lehman, J., Carter, C., & Kahle, J (1985) Concept mapping, vee mapping and achievement: results of a field study with black high school students Journal of Research in Science Teaching, 22(7) Makoba, K (Ed.) CEMASTEA - Instructional Strategies Retrieved August 4, 2012 from http://cemastea.wikispaces.com/Instructional+Strategies Makoba, K (Ed.) CEMASTEA – Instructional Strategies Retrieved August 4, 2012 from http://cemastea.wikispaces.com/Instructional+Strategies Maundu, J N., Sambili, H J., & Muthwii S N (2005) Biology Education A Methodological Approach Nairobi: Lectern publications Ltd Mugenda, O M., & Mugenda A G (1999) Research Methods: Quantitative and Qualitative Approaches Nairobi: Acts Press Mutahi, K (2009) CEMASTEA Strategic Plan (2009-2013): Statement by the PS, MOE Retrieved August 4, 2012 from http://www.education.go.ke/Documents.aspx?docID=441 Mutula, K (2012, July 9) Upgrading and refurbishing of CEMASTEA for quality delivery of mathematics and science education in Africa: Message from the minister, MOE Daily Nation, 32 Novak, J D., & Gowin, D B (1984) Learning How to Learn, Cambridge: Cambridge University Press Novak, J D and Musonda, D (1991) A twelve-year longitudinal study of science concept teaching American Educational Research Journal, 28 Waititu, M and Orado, G (2009) Managing Teachers and the Instruction of Mathematics and Science: Lessons from the SMASSE Experience in Capacity Development Paper presented at Secondary Education in Africa (SEIA) Follow-up Technical Workshop on Science and Mathematics Retrieved August 4, 2012 from http://info.worldbank.org/etools/docs/library/245737/day8 2b PAPER Lessons from SMASSE OradoMaichael.pdf Proceedings of the ICE, 2015 555 TEACHING PRACTICE AS INTERNSHIP Dr Risper Wepukhulu Kibabii University College rwepukhulu@kibabiiuniversity.ac.ke Irene Simiyu Kibabii University College Irene_wanjala@yahoo.com Learning to teach is a multi-dimensional process that extends beyond the three main components of pre-service teacher preparation that include: imparting subject content knowledge, pedagogical knowledge and the practical aspect that introduces school-based experiences While these three components are important aspects of preparation as offered by universities and teacher training colleges, the practical component herein referred to as the Practicum or Teaching-practice holds a very special place basically because it provides an opportunity for theory to be turned into practice For the student-teacher, practicum is an opportunity to understand the dynamics of classroom teaching, while for the faculty, it is an opportunity to observe how their students use knowledge acquired in the lecture halls On the other hand, research and literature in the field of teacher education agree that if practicum is not well designed, it can lead to limited experiences for the student-teacher that may not prepare them well for the profession while also leading to high attrition in the profession This paper examines the aspect of teaching practice from literature and studies and then engages in an analysis of models of teaching practice used in schools of Education in Kenyan institutions of higher learning The paper then proposes a re-conceptualization of practicum to internship that will be an extended period placed in the final year of the Bachelor of Education program; mentoring of student-teachers by practicing teachers and, the establishment of partnerships among schools and universities that will lead to an internshiplike program Introduction Education is increasingly being regarded as the means by which a Nation can adapt to social, economic and cultural change and thus the sustained focus on the facilitators of the educational experiences: the teachers There is consensus among scholars and educational stakeholders that what teachers know, and care about has a major influence on what students learn, thus the need to invest in the learning of teachers (Hatties, 2003 cited in Meiers 2007) Indeed, many studies and literature on teacher education have established that if an education system has to serve the needs of society, then the kind of training given to the teachers must be in tandem with the accelerating changes in the world and the variety of learners in today’s classrooms and schools Institutions that provide initial teacher preparation and the curriculum they adopt in the preparation have become the focus of policy makers and educational stakeholders, the world over There is a growing understanding that a well-trained teaching force is an important factor in improving education quality by implementing the many reforms that characterize education systems worldwide (OECD, 2001) The expectations of teachers by governments and society are high! It is hoped that they must provide tomorrow’s world with citizens who will spur their countries into achieving great heights in social, economic and political spheres As they so, teachers are expected to exhibit certain characteristics that go beyond intellectual and academic qualifications According to Coolahan (2002), the key characteristics for today and tomorrow’s teachers include among others: a deep understanding of her/himself and the nature of his work; should possess a wide range of professional skills in teaching, planning, assessment and personal relationships and, the ability to cooperate as a team player It is a truism that such characteristics can best be natured and established in a school environment and thus the contention of this paper that teaching practice/practicum should allow this experience to be Proceedings of the ICE, 2015 556 established before the prospective teacher enters the profession This paper will briefly discuss the rationale for teaching practice in initial teacher preparation Rationale for Teaching Practice Teaching practice is a long established component of teacher training and this is with good reasons key among them are, firstly, the need to provide an avenue where there is praxis between theory and practice in teacher education (Darling-Hammond, 2008) Course units offered in the schools of education in institutions of higher learning consist mainly of theories, models and principles that underlie pedagogy These theories, models and principles need to be applied to real life situations that are present in the classroom and school environment In a sense these ideas define the profession and one is not fully a teacher unless they have learnt and can apply the principles of pedagogy All countries the world over are experiencing massive school enrolment coupled with limited resources to support and enhance education and a competent teacher is one of the key factors that will ensure realization of education goals A well-prepared teacher who has an idea of the system they will work in is a resource for the government to invest in Such a teacher is one who can apply theory in practice to facilitate learning for a variety of learners in the classroom and school of the 21st Century Secondly, teaching practice is expected to provide opportunities for the prospective teacher to see what good teachers do, to interact with these model teachers and get insights into how they understand and appreciate their work Best practice by teachers in terms of content delivery, appropriate interaction with learners and the administration and even conduct in various positions of leadership, are aspects that can only be found in real school and classroom situations If the prospective teacher has to avoid falling back to what they gained as students in what is termed ‘apprenticeship of observation’ that may include bad habits and narrow views of the profession, then they must observe good practice It is a truism that all human beings fall back to what they have seen when they are faced with situations that demand action and if they have observed best practice that is admirable, they will apply it Most of those who take the Bachelor of Education degree may have found themselves here for various reasons, but to assist them make up their mind to stay in the profession, they need to see best practice and good teachers Thirdly, teaching practice should provide opportunity for the student-teacher to understand the profession by engaging in inquiry into the lives of the learners, evaluating the learning outcomes and the school community that includes the administration, colleague teachers, non-teaching staff and parents (Darling-Hammond, 2000) A majority of studentteachers only have experience as students in a school and thus the need for them to take up the new role of a prospective teacher interacting with the members of the school community This is an experience that cannot be found in a lecture hall or textbooks on education, yet it forms the daily experiences of a teacher who has understood other stakeholders in the school, as well as identified their position in the school system It is a truism that when one inquires about their profession, they are likely to be concerned about it and also likely to remain in it despite the challenges that are present or emerging Well structured teaching practice should allow for the student-teacher to gain the skill of inquiry since the school experience will bring with it many issues that need solutions and way forward A teacher who inquires is a lifelong learner who will seek to understand the challenging situations, alone or in a team with other members of the school community It is an established reality that teaching can be a lonely job and thus situations that lead to collaborative ventures are a welcome means of developing relationships of care and trust Fourthly, it is expected that teaching practice will provide an opportunity for the studentteacher to develop skills that are key to the profession like: fluent speaking, ability to share information, meaningful reading, working in teams and using resources to achieve teaching Proceedings of the ICE, 2015 557 learning objectives (Gujjar, 2009) For the student teacher, it is not enough to have intellectual knowledge of pedagogical content knowledge and knowledge of pedagogy, given that teaching is a more complex task than intellectual knowledge Teacher training presumes that knowing content knowledge does not presuppose that one will be able to pass it on to another person and more so, a young person, thus the need for one to develop appropriate skills for teaching Teaching practice is a moment to test one’s ability to facilitate learning and to so professionally in ways that will make learning meaningful for the learner and improve the learning outcomes It is also in the school experience that the prospective teacher can also identify desirable interests and develop attitudes and ideas relative to teaching (Ibid) This could include participation and involvement in co-curricular activities, leadership positions and facilitation of school improvement ventures like benchmarking and setting and marking joint examinations Fifthly, teaching practice is an opportunity to evaluate the student as a potential teacher As a component of the Bachelor of Education degree, teaching practice provides an insight into the ability of the student-teacher to successfully teach and all that appertains to the course, as well as point out the likelihood of them staying in the profession For the faculty, teaching practice is a component that contributes towards certification of the prospective teacher and thus supervision and assessment are done while observing the teacher in class Poor or mediocre performance in this component could mean that one needs more preparation to take up the role of teaching while positive feedback about one’s ability in this area could imply that one is ready to teach The experience that student-teacher goes through during their teaching practice could also determine their resolve to pursue the profession or seek for other careers and try their hand in them Given the above reasons for the teaching practice component in teacher training, it will be important to understand how this component is structured in the schools of education in Kenya Models of Teaching Practice in Kenya The Kenyan educational system provides two levels for the training of teachers, that is, universities who train teachers for secondary and tertiary institutions and the teacher colleges that train teachers at diploma level for secondary school and certificate for primary and early childhood centers An examination of these institutions of teacher training reveals two broad models that have served the education system well, this far The first is that practiced by pioneer schools of education like Kenyatta University, the University of Nairobi and others, where the practicum is positioned in either the third or fourth and therefore last year of the Bachelor of Education degree The model allows for student teachers to be placed in institutions of their preference where they expect to be assessed (supervised!) at least three times during the entire period The assessment is purely in terms of content delivery and classroom conduct for the teacher The placement schools are usually encouraged to provide mentorship for the student –teachers by allocating a cooperating teacher to the student The cooperating teacher may or may not take up their role especially after off-loading their lessons on the practicing teacher, a factor that leaves the faculty as the only ones to provide feedback on the student-teacher’s performance The fact that the session is viewed as assessment leads to anxiety in the student teacher, especially when the frequency of visitation is far apart leading to less rapport, more fear of failure and less assurance about performance The second model is that used by Diploma teacher colleges who expect their students to undertake the teaching practice after their final examination in the third year, where they stay in a school for two terms The students are also placed in schools of their choice and assessed at least three times The college tutors supervise the first term while it is hoped that the school will work with the teacher in the second term in what could be termed as unpaid internship Apart from the extended length of the session, the student teachers from diploma colleges are Proceedings of the ICE, 2015 558 also expected to participate in other areas of the school like in co-curricular activities and are assessed in their performance In a situation similar to that of student teacher undertaking the degree, students in the diploma colleges also suffer fear and anxiety over supervision and make very deliberate efforts to impress on the day of assessment During the second term of the teaching practice, the placement school is expected to assist the student teacher by providing mentoring, however, since this is not followed up, very few schools provide the necessary assistance From the above explanation of how teaching practice is structured in Kenyan schools of education (the same happens in other schools of education worldwide!), one may conclude that there is need for new dimensions to be introduced into the teaching practice component Literature and studies on teacher preparation seem to concur on the view that teaching practice as described above is deficient in leading to the teacher for today and tomorrow’s schools Among the reasons provided include: firstly, the issue of the time allocated for teaching practice as being brief and sometimes poorly positioned and thus the need for an extended period that will result in supervision that provides formative rather than summative feedback (Coolahan, 2002) Secondly, the current model of teaching practice focuses on the classroom teaching experience yet school is not just about teaching and includes other broader features of the school Thirdly, that placement schools find themselves having to bear with the student-teachers and for lack of training and identification of teacher mentors, the schools not offer adequate support to the student-teacher leading to very little in terms of gains from practicing teachers Fourthly, the current model of teaching practice does not foster inquiry yet schools and the education systems are facing accelerating changes that require understanding, solutions and sometimes adoption that is driven by inquiry Lastly, this model leads to a prospective teacher who works alone yet there is an increasing need for teachers to work collaboratively in collegial groups that offer them support in this challenging profession While agreeing with the above reasons and cognizant of the large numbers of those seeking a degree in education in Kenya, this paper proposes a re-conceptualization of teaching practice to capture new dimensions of the school experience in what is an internship-like arrangement Teaching Practice as Internship According to Zugelder and Nichols (2014), interns are developing teachers who can be compared to adolescents in the sense that they require consistent coaching, strong, effective and meaningful communication and specific feedback All this is if they have to be assisted to love their profession and remain in it even after getting the certificate A number of studies exist that have examined the issue of teacher attrition and among the key findings is the view that the teachers felt inadequate to handle their job and did not have any intrinsic motivation to love their job If this situation is to change, then teaching practice should be structured like internship for the following reasons: first, there is need for an extended school experience that consists of more than supervision to include positive coaching and mentoring experiences It is time faculty and tutors moved away from just visiting the student-teachers with a view of assessing their classroom experience of content delivery, to having dialogue and interaction to tease out the links between theory and practice Darling-Hammond (2008) contends that extended periods of up to one year can result in prospective teachers who are more satisfied with their preparation and who have positive feelings that Principals, colleagues and cooperating teachers view them as better prepared While it is not the amount of time spent in the field that is of importance here, but it is the way the time is structured and the outcome of the interaction that matters most Second, the extended period will allow for intensive clinical supervision that is key to improving the uptake of knowledge and improvement of performance According to Zugelder and Nichols (2014), the time used in the internship process will help the student-teacher to be Proceedings of the ICE, 2015 559 committed to self improvement, correction and reflection A teacher who strives to better their performance from the onset is likely to stay in the profession and to make positive contribution to their job and learners While teaching practice that concentrates on the classroom experience and is structured to lean towards assessment can be compared to a hit and run affair, internship is deliberate and aimed at assisting the student-teacher to understand their job clearly in an environment that offers support and guidance Third, the extended period will allow for the development of skills and competencies through group dynamics and hands-on experiences that develop over time (Hussan et al, 2010) In a study that was carried out in Islamabad University to evaluate the role of schoolbased internship, the above author established that an extended period resulted in the professional development of student-teachers a factor that can enhance the quality of education in schools In a profession that allows one to meet many people, there is also a possibility of loneliness unless one knows how to acculturate into the team The longer the stay in the placement school, the more the chances that the student-teacher will be able to find an entry into the group, where they will interact and learn While teaching practice focuses on identifying the presence of skills and competencies, internship aims to support the development of the skills and competencies through positive coaching and mentoring experiences (Zugelder & Nichols, 2014) Fourth, internship will provide the time that a student-teacher needs to engage in inquiry that includes classroom research, reflective conversations and personal analysis of performance in the classroom Agreeing with this view, Darling-Hammond (2008) points out that many professions including Law, Medicine and Business help their students to bridge the gap between theory and practice by engaging them in inquiry, reading and writing about their practice The same professions require that the student spends time under a mentor for guidance and assistance The teaching profession needs to introduce this to the studentteachers if there is to be hope that the profession will grow and improve For instance, internship will allow students to assemble portfolios that contain artifacts of teaching and learning, which they can analyze to enrich their understanding and help them better meet the needs of students Lastly, internship will result in the development of new relationships between placement schools and teacher training institutions Schools usually provide sites for teaching practice and student placement for at most 12 weeks (One term) but with internship, there will be need for more time for the students in the schools Despite this seeming disadvantage of internship, the flip side is that schools will benefit through having the cooperating teachers receiving some training as mentors Schools will also learn from the student-teachers and their lecturers about current and emerging issues in the profession The student-teacher will also get the chance to learn in all parts of the school and not just the classroom, a factor that will produce all round teachers who are able to participate in collective planning, decision making, cocurricular activities and even guiding and counseling The above reasons now lead to how the internship should be structured, in view of the Kenyan context and the ever-increasing numbers of those seeking a degree in education First, the Universities need to structure the school experiences to take place at the end of the Bachelor of Education degree and at least for two terms to provide the required time for more than classroom assessment The supervision should be informed by the need to provide formative assessment that will improve the student-teacher rather than for certification purposes Additionally, the assessment should extend to other areas of school life Second, the teacher training curricular should include inquiry skills that will enable the student-teacher inquire alone or with others and continue to be a lifelong learner Third, teacher-training institutions should reach out and form partnerships with schools in order to offer training and other guidance to cooperating teachers to enable them assist student-teachers It is such Proceedings of the ICE, 2015 560 mentors and master teachers that should be committed the task of working with the students in the absence of the faculty At this level it is important to consider the implications of this reconceptualization on several stakeholders Implications The re-conceptualization of teaching practice as internship has bearing on three groups of people: first are the policy makers in the education sector Given the extended duration of the school experience and additional responsibility on schools, education officials should ensure the teacher-training syllabus is structured to accommodate this new aspect The second group is that of placement schools who now have to contend with having student teachers for a longer time and will be required to more in the preparation of these prospective teachers The third group is the faculty and tutors in schools of education who have to shift their focus from summative evaluation of their students to more formative assessment that is intended to prepare and not necessarily to judge Conclusion From the above discussion, it is clear that the component of teaching practice is key to the preparation of an effective teacher who will facilitate learning and also be a learner, in this century Despite its central role, teaching practice as it is now structured exhibits elements of inadequacy especially in terms of the time taken to link theory and practice in a school experience It is because of the identified reasons and others that the paper has proposed a reconceptualization that will result in an extended period in the school, more of formative assessment rather than just summative assessment, inclusion of the component of inquiry and collaboration among schools and institutions that train teachers Like Gujjar (2009), the authors of this paper agree that teaching practice is a milestone in the endless journey of teaching and so how it is structured and executed should be a matter of careful thought The benefits of an internship like school experience far outweigh the challenges, especially when the student-teacher feels well prepared and is positive that the principal, colleagues and the cooperating teacher view him/her as better prepared, then there will be less attrition and a better profession References Coolahan, J (2002) Teacher Education and the Teaching Career in an era of Lifelong Learning OECD Education Working Papers no Darling-Hammond, L (2000) How Teacher Education Matters Journal of Teacher Education 51(3) P.166173 Darling-Hammond, L (2008) Constructing 21st Century Teacher Education Journal of Teacher Education 57(3) P 300-314 Gujjar, A A (2009) Teaching Practice: concepts, stages, objectives and suggestions Available at www.articlesbase.com/college-and-university-articles Hussain, Inshad, Mahmood, & Tariq (2010) Practice Teaching or Internship: Professional Development of Prospective Teachers through their Pre-service Training Program Journal of Educational Research 12(1) P.105 Nemser, S.F (1983) Learning to Teach In Akers, L and Mathews, J (Eds.) Handbook of Teaching and Policy New York: Longman Inc OECD (2001) Teachers for Tomorrow’s Schools: Analysis of the World Education Indicators 2001 Edition Zugelder, B & Nichols, J (2014) Student Teaching Handbook: A guide for Internship and Clinical Practice Available at http://www.education.ucf.edu/clinicalexp