PRIMARY SCHOOL MUSIC TEACHER EDUCATION IN KENYA: INVESTIGATING THE LINK BETWEEN THEORY AND PRACTIC

Abstract

Over the years, public teacher training colleges (PTTCs) in Kenya have trained many primary school teachers who are assumed to be sufficiently qualified to teach all subjects. However, some subjects such as music are not given the same prominence during the training compared to others given the number of lessons allocated per week and the number of tutors assigned per subject. This problem is compounded by the gap between training and implementation of music teaching in primary school. This study investigated the link between theory and practice in music teaching by focusing on training in PTTCs and Music teaching in primary schools. The study was guided by social constructivism theory, The Operant Conditioning Theory and Cambourne’s Natural Learning Theory. The research aimed at examining the perception of pre-service primary teacher education students, educators on PTE music education and primary music education in Kenya, assessing the use of music teaching and learning resources in primary schools and teacher training colleges in Kenya, it sought to analyze how music is taught in primary schools and primary teacher training colleges in Kenya. The research relied on a descriptive cross-sectional survey research design.The target respondents were second-year student-teachers from PTTCs. Simple random sampling was used to select five PTTCS and 139 student-teachers, while purposive sampling was used to identify 12 music tutors. Data was collected using a questionnaire and a classroom observation schedule. Quantitative data was analysed through frequencies, percentages, and chi-square using SPSS software version 23, while qualitative data was analysed using themes and respondents' views. Results indicated that most of the tutors and students' teachers perceived the music curriculum at PTE and primary school as theoretical and practical and had clear objectives.The results were further confirmed by a significant relationship between students' perception of Primary Music TTC Curriculum and adequacy of music content for teaching in Primary school. However, respondents indicated that the time allocated to teach music is insufficient to link the theory and the practice. This challenge was further compounded by students' lack of previous interaction with music at primary and secondary levels of education. The results also showed that teaching and learning resources were either lacking or inadequate in the PTTC and the primary schools leading to the weak link between theory and practice in music teaching and Learning. Study findings proved teachers had the required teaching methodology, but other factors such as theoretical examinations with minimal or no practical assessments hindered the effectiveness of their delivery. The study concluded that there was little or no linkage between theory and practice in music teaching and learning in PTTC and primary schools. The disconnect was due to inadequate or lack of Music resources and their use of theoretical assessments, and inadequate student-teachers prior Music knowledge and skills. Thus, the study recommended improving the link between theory and practice in music teaching to primary school student-teachers in the PTTC. The link could be enhanced by increasing the time allocated to the subject and providing more resources. In addition, practical Music assessments and capacity building for Music tutors could be improved to enhance their practical pedagogy and assessment skills. The findings of this study will help primary teacher education policymakers review the time allocated to Music assessment formats and develop capacity building courses for PTTC Music tutors to enhance their teaching pedagogical knowledge and skills. It will also help the tutors to reflect on and review their teaching skills to provide more practical skills to their students.