Chapter 22 Enhancing and Sustaining Teacher Effectiveness as the ‘Trojan Horse’ in Successful Science Education in Kenya

Abstract

This chapter links ideas about a key issue and a major factor in successful implementation of effective science education in Africa. It presents the Kenyan case as a prototypical African country. While located in the sub-Saharan region, Kenya shares similar national development plans and dreams as well as socio-economic conditions as most African countries. In this work, the current status of science education in Kenya [Africa] is explained, and a blueprint for successful science education relevant to any country in Africa is presented. This chapter argues for contextual and practical approaches to enhancing science teacher effectiveness. It is anticipated that discussions of this work will generate debate within and about science education in Africa and hopefully ignite cross border research on teachers and the teaching of science. Also, the question of quality science education in Africa and elsewhere will be raised locally and internationally.

Citation

Ouma Oyoo, S. (2013), "Chapter 22 Enhancing and Sustaining Teacher Effectiveness as the ‘Trojan Horse’ in Successful Science Education in Kenya", Craig, C.J., Meijer, P.C. and Broeckmans, J. (Ed.) From Teacher Thinking to Teachers and Teaching: The Evolution of a Research Community (Advances in Research on Teaching, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 457-477. https://doi.org/10.1108/S1479-3687(2013)0000019025