| dc.description.abstract | Performance in Biology in KCSE examination has been low in recent years despite various interventions by government and other stakeholders. The contribution of Biology Teacher Education (BTE) programme is not clear. The purpose of this study was to assess BTE with regard to classroom practice in secondary schools in Kenya. Study objectives were to: determine pedagogic competencies provided to student teachers through BTE in universities in Kenya with regard to classroom practice; establish the pedagogical practices used by lecturers in BTE in universities in Kenya with regard classroom practice; establish the assessment practices used by lecturers in BTE in universities in Kenya with regard to classroom practice; assess the perceptions of student teachers in universities on adequacy and relevance of BTE with regard to classroom practice; assess the perceptions of lecturers in universities on adequacy and relevance of BTE with regard to classroom practice; and establish the congruence between the Biology teacher education programme and the required classroom practice. The study employed descriptive survey research design and was guided by constructivism theory. This study targeted Western Kenya region, 295 graduate teachers, 498 student teachers on teaching practice, 26 BTE lecturers, 7 BTE universities in Western Kenya region and 32 secondary school principals. Proportionate stratified and simple random sampling was used to select 65 BTE student teachers. Simple random sampling was used to select three BTE universities. Snowball sampling was used to select 30 alumni graduate teachers, saturated sampling was used to select 23 BTE lecturers and purposive sampling was used to select 10 school principals and Western Kenya region. Data was collected using questionnaires, interview guides, observation guide and document analysis guides. Reliability of these instruments was assessed by conducting a pilot study. Test- retest method was used to assess reliability. The r-value were 0.76 for Graduate Teacher Questionnaire, 0.73 for Student Teacher Questionnaire, thus considered reliable. Validity of instruments was established through consultation of BTE research experts. Qualitative data was analyzed using content and organized into themes as they emerged and reported in verbatim. Quantitative data was analyzed descriptively using frequencies, means, percentages and Chi-square. The study revealed that; majority of sampled student teachers had required competencies for effective teaching secondary school Biology. Kenyan universities impart adequate requisite pedagogic skills and knowledge to student teachers to be able to teach biology effectively at secondary school level. Sampled universities had clear and effective system of assessing learning outcome among their students. Majority of sampled student teachers expressed their satisfaction in BTE curriculum as they agreed universities provide adequate and relevant pedagogic knowledge and skills. Majority of sampled Biology teacher education lecturers expressed their satisfaction with the relevance and adequacy of the BTE curriculum. Majority of sampled lecturers, student teachers, graduate teachers and school principals were all in agreement that observed classroom practices in Kenyan secondary schools was a true reflection of the training offered by universities that offer BTE. The study concluded that; contrary to what people might think; the conduct of university Biology Teacher Education programme is being implemented successfully and therefore might not negatively affect classroom practice in Biology in the teaching of biology in secondary schools in Kenya. There exists positive congruence between Biology teacher education programme offered by Kenyan universities and classroom practice. It therefore recommended that future efforts to sustain and further improve this situation by Ministry of Education, quality assurance and standards officers should be directed towards the improvement of Biology equipment in schools such as laboratories, libraries, resources in terms of quality textbooks and improving other enabling environment such as attitude of students and teachers. | en_US |