Browsing by Author "Simiyu, Irene"

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Action Research: The panacea for challenges in ESL teaching in Kenya
(Horizon research publishing, 2017-04) Okoth, Teresa A.; Simiyu, Irene
Teachers of English in contexts where English is a second language are constantly thinking about their practice. It may be about routine classroom events or an initiative that one wishes to implement but wonders how best to. While solutions to some of these concerns may be found in In-service experiences, literature and study findings, most of the solutions do not consider the context and are majorly prescribed in a one-size-fits-all manner. The situation is not helped by in-service opportunities that are organized to avail ‘new’ knowledge which facilitators feel teachers lack. This is exacerbated by the lack of follow-up support that teachers may require when implementing the new ideas in their classes. However, this need not be so as demonstrated by literature and studies which reveal that teachers can learn from their practice and in their context by identifying the challenging area and working alone or with colleagues. Action Research (AR) is one method that has been indicated for a number of reasons. Its key attribute is that it allows teachers to engage in collaborative actions that will lead to their understanding of practice while at the same time developing themselves professionally. This positional paper will make a case for AR as a solution to the challenges that face language instruction in the Kenyan ESL context. The paper will also briefly point out the thorny issue of ethical considerations in researching one’s practice. The authors consider this an invitation to debate on how teachers can navigate ethical issues in the Kenyan ESL context.
Educational exigencies of the 21st century: Implications for teacher education programmes in East Africa
(2013-04-15) Kajoro, Peter Aaron Mayengo; Chirure, Hellen Nabututu; Simiyu, Irene
Questions about what constitutes effective teacher education, compatible with today’s changing educational demands, have become commonplace. This article is therefore an overview of ideas about the elements of effective teacher education in light of the 21st century demands. Drawing on literature and the authors' knowledge of teacher education in the East African context, the article argues the case for the different elements of effective teacher education programs that would help the region, and by extension other developing countries, meet their educational obligations in the 21st century. The paper also highlights the theoretical underpinnings of these elements and concludes with the implications of these elements to teacher preparation in East Africa.
Moral education and societal development: Is the reintroduction of social education ethics the panacea for society’s moral challenges?
(KIBU, 2018-06-14) Wepukhulu, Rispar; Makila, Leunita; Simiyu, Irene
Societies worldwide are faced with the challenge of increased social ills that were previously unheard of. Commonly reported in the media are cases of drug abuse, suicide, homicide, rape, teenage pregnancy and rampant engagement in corruption, an indicator that something is amiss in the value system of the young people. While some scholars have argued that these activities may be a rational response to social conditions, it is the contention of this paper that if young people were equipped with moral education, perhaps they would make moral decisions. Traditionally the role of providing Moral Education (ME) was the preserve of parents and society but this has changed with the times and so school is increasingly being looked at to provide solutions in terms of imparting a value system to the young people. Currently in the Kenyan school system, values are given very little attention while subjects like religious education for both the Christians and Muslims are relied on to offer more in terms of moral education. Yet despite the existence of both Islamic religious education and Christian religious education as subjects in the education system, moral standards have consistently deteriorated. This positional paper makes a case for the reintroduction of Social Education and Ethics (SEE) as a subject at all levels of education to specifically focus on moral education. The paper will argue out this thesis informed by literature and studies. The discussion will provide useful information for Education policy developers concerning moral education and the development of society. It is hoped that a re-introduction of a subject focusing on moral education will equip young people with the right predispositions, attitudes and reasoning that will lead them to develop a sense of right and wrong.