Impact of University Instructors’ Pedagogy Training on Career Development. A special focus on Higher Education in Kenya
DOI:
https://doi.org/10.47604/ajep.3654Keywords:
Career Progression, Pedagogical Training, Program Impacts, Teaching Practices, Instructors’ Professional DevelopmentAbstract
Purpose: The main purpose for carrying out this study was to conduct an analysis on instructors’ Pedagogy Training Program which focus mainly on promoting their career development, renewal of their institution and improvement of students’ learning environments at Kenya’s institutions of higher learning. The researcher sought to establish requirements needed for creating an impactful and successful teacher career progression program for university lecturers. The duration taken for such programs to be developed sought to explore underlying features and principles such a program should have and also to determine the would-be trainers of such programs.
Methodology: The study adopted a Mixed Methods Design in order to thoroughly evaluate Instructors’ satisfaction with thirty-six pedagogy-based training programs which are offered in universities. The researcher discusses extensively on the training’s impact and how instructors perceived their instructional practices, their career development and conceptions. The study used a questionnaire as the main data collection instrument. Its Cronbach’s Alpha stood at 0.874. Through random sampling procedure, the study got the number of respondents required.
Findings: Through descriptive and inferential statistics, a thorough analysis was done whose results showed that teachers who participated in the training sessions evaluated the programs positively thus indicating that they largely achieved the learning outcomes which were intended. The study found out that 85% of the respondents were already engaged in the implementation of what they had learnt. This category indicated that their satisfaction level on the training programs’ content was high and were therefore able to identify important characteristics which were needed for designing a teachers’ pedagogy training program in future.
Unique Contribution to Theory, Practice and Policy: Based on the findings of the study, the study recommends that the managements of Institutions of higher learning need to be conducting administrators and teachers’ capacity building seminars and workshops in future which will mainly be focusing on Technology Integration to all learning activities in their institutions. This will enable teachers and administrators to regularly coordinate, direct, and monitor instructional practices for professional teacher development and knowledge enrichment.
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