<p>One of our interests, as future teachers, is which role different educational strategies and</p><p>methods have in the everyday teaching and how that contributes to pupil’s social and</p><p>cognitive development. Every pedagogical system and culture is time bound. Pedagogical</p><p>ideas used in prevailing schools are changing continuously because of social and economic</p><p>changes and are always influenced by the actual social, political and economic ideology in</p><p>respective country.</p><p>The purpose of this qualitative study is to find out how education is taking part and how it is</p><p>outlined in three schools in Kenya. We are interested in teachers’ and pupils’ opinion and</p><p>reflections about the existing education, everyday teaching and the role school plays in the</p><p>Kenyan society.</p><p>Based on our interviews and observation we have made we can state that the education in</p><p>Kenya is more behaviouristic and collectivistic focusing on fact knowledge and because of</p><p>the widespread use of rewards and punishments and the role of the teacher as a model, a</p><p>mediator of knowledge and an authority for the pupils. Besides the dominant behaviouristic</p><p>pedagogy, we have even seen some elements of cognitive and interaction pedagogy.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:vxu-1997 |
| Date | January 2008 |
| Creators | Balogh, Erika, Balázsi, Gabriella |
| Publisher | Växjö University, School of Education, Växjö University, School of Humanities |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, text |
| Relation | LÄRARUTBILDNINGEN, ; |
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