Influence of Teacher Self-Efficacy on Transfer of Strengthening of Mathematics and Science in Secondary Education (SMASSE) Pedagogical Skills in Kenya
Journal Title: International Journal of Humanities and Social Sciences - Year 2019, Vol 8, Issue 4
Abstract
Teachers form a pivotal pillar in curriculum implementation. The pedagogy employed by the tutors to achieve effective teaching and learning has been of great concern to actors of education since time immemorial. Studies have shown that governments worldwide dispense with huge financial and human resources to attempt to discharge professional development with a view to impart relevant pedagogical skills meant to have a more competent teaching force. Such has been the case for SMASSE training for science teachers in several African countries (Kenya included) but not much is known about the contribution of teacher self-efficacy in enhancing application of Activity, Student-oriented Experiments and Improvisation (ASEI) using Plan Do See and Improve (PDSI) approach which is a modern pedagogy in science instruction. The purpose of this study was therefore to investigate the influence of teacher self-efficacy in the transfer of SMASSE pedagogical skills in secondary schools in Kenya.
Authors and Affiliations
Omare Elijah, Grace Nyagah, Rosemary Khitieyi Imonje
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