Exploring Instructional Methodologies Used by Student Teachers During Teaching Practice: A Case Study at the University of Nairobi, Kenya

Abstract

Pedagogical practices are at the core of teaching, serving as a bridge between pedagogical theory and classroom reality. Globally, expectations have shifted from teacher-centred approaches to practices that promote 21st-century skills among learners. Kenya’s Competency-Based Curriculum emphasises innovative pedagogies such as project-based learning. However, empirical research shows that despite this shift, school contexts continue to reflect traditional lecture-based instruction. This limits learners’ engagement and higher-order thinking. The purpose of this study was to investigate student teachers’ pedagogical practices during teaching practice, specifically to establish the instructional methodologies they used. The study aimed to provide insights into student teachers’ preparedness to apply innovative pedagogical practices that support meaningful learning. It was guided by constructivist learning theory, which emphasises that knowledge is constructed through exploration and collaboration. Using a descriptive survey design and structured questionnaires, data were collected from 162 University of Nairobi student teachers. Data were analysed using content analysis and descriptive statistics. Findings show that the majority of student teachers (63%) found teacher-centred methods more relevant, while (65%) found learner-centred methods time-consuming. The majority of the student teachers (89%) found learner-centred methods effective, and (93%) were able to switch between various methods. The preferred but underemployed methods included technology-based pedagogies (22%) and learner-centred methods (14%). The study concludes that although student teachers recognise the value of innovative methods, institutional barriers and their own lack of innovation hinder the implementation of these methods. The study recommends investing in ICT facilities in schools and strengthening teacher preparation.