The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching

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dc.contributor.authorJohnson, LeAnn A.
dc.contributor.authorGithinji, Scolastica Kariuki
dc.contributor.authorNamai, Joab
dc.date.accessioned2023-11-28T07:41:13Z
dc.date.available2023-11-28T07:41:13Z
dc.date.issued2023
dc.descriptionJournal Articleen_US
dc.description.abstractTraditional university-based teacher training in Kenya has relied on theoretical campus-based coursework which provides strong knowledge but little opportunity to develop practical skills. The need for practical skills is particularly evident for teacher candidates who are expected to teach students with disabilities who attend class in regular education settings. This case study outlines a pilot class at Daystar University that incorporated video, field trips, and real-world assignments within an experiential learning model to determine the impact of real-world experiences on student attitudes towards individuals with disabilities and their families, knowledge of disabilities, and skills in identifying and using understanding of learner strengths and weaknesses to make instructional recommendations and incorporate those recommendations into the design of class-wide learning activities. Teacher candidates enrolled in the pilot class reported positive changes in attitude and understanding towards individuals with disabilities, increased learning, and had more confidence in their ability to work in inclusive classrooms. These results have implications for ongoing curriculum restructuring in teacher education in areas of the world where educator preparation lacks the necessary resources for implementing a series of fully supported field experiences leading to a full-time teaching practice opportunity.en_US
dc.identifier.citationJohnson, L. A., et. al. (2023). The imperative for real-world experiences in Kenya teacher prepaation for disability inclusive teaching, African Journal for Teacehr Education. 12 (2), 121-142 https://journal.lib.uoguelph.ca/index.php/ajote/issue/currenten_US
dc.identifier.issn1916-7822
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/4232
dc.language.isoenen_US
dc.publisherAfrican Journal for Teacher Educationen_US
dc.subjectTeacher preparationen_US
dc.subjectEducator preparationen_US
dc.subjectExperiential learningen_US
dc.subjectSpecial educationen_US
dc.subjectInclusionen_US
dc.titleThe imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teachingen_US
dc.typeArticleen_US

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