DOI: 10.36347/sjahss.2016.v04i10.014

Pages: 1331-1336

Abstract: This paper argues that English language teacher training is central in the teaching and learning process which is widely acknowledged and there is a big link between low student achievement and the skills and competence of teachers. Research examining teacher quality confirms logical conclusions that poor quality of students’ learning correlates strongly with poor quality teachers’ teaching. Unfortunately, there has been little research into how English language teachers in Kenya are prepared to teach that would inform teacher – training policy and practice reforms. Teacher competence is seen in terms of knowledge, understanding and practice. Practice is central to good teaching and good practice cannot just depend on to unreflective application of techniques. I argue that teacher competence is a complex process which requires content knowledge – subject matter; pedagogic knowledge – knowing how to engage with learners and manage a classroom; pedagogic content knowledge – knowing how to represent and formulate the subject matter. This paper hinges on establishing the different knowledge, understanding and practices that are expected of English language teachers during their preparation and then comparing them with those that they actually exhibit at different points in their training and teaching career. Unfortunately, there has been little research into how secondary school teachers of integrated English language in Kenya are prepared to teach the integrated English syllabus that would inform teacher – training policy and practice reforms. This paper sets to fill the gap in knowledge about how the initial and continuing education of teachers of integrated English language impacts on the practice of English language teachers in Kenya.