VALUES DEVELOPMENT IN TEACHER TRAINEES - IMPLICATIONS FOR LECTURERS IN PRIMARY TEACHER TRAINING COLLEGES IN KENYA - AUGUSTA MUTHIGANI

Oct 15, 2026

Uploaded by dabgoudw

Teachers are central to quality education and can facilitate values development among learners, yet it remains unclear whether lecturers in Primary Teacher Training Colleges (PTTCs) in Kenya are prepared to train teacher trainees for this task. Values and character formation are described as important education goals and part of preparing responsible self-regulated citizens. The paper reviews existing literature to examine how lecturers’ preparation, modelling, and pedagogical approaches influence teacher trainees’ ability to facilitate pupils’ values development through purposeful planning and value-based objectives.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Abstract

Introduction

Role of teachers in values development

Teacher education and modelling

Objective

Exploring lecturer preparation

VALUES DEVELOPMENT IN TEACHER TRAINEES: IMPLICATIONS FOR LECTURERS IN PRIMARY TEACHER TRAINING COLLEGES IN KENYA AUGUSTA MUTHIGANI International Leadership University, Nairobi ABSTRACT Teachers are key to provision of quality education and as noted by Mompoint-Gaillard (2011), they have a great opportunity to facilitate development of values in learners. However, it is not clear whether lecturers in Primary Teacher Training Colleges (PTTCs) in Kenya are prepared for training teacher trainees in development of values. Instilling values and forming character are important education goals (Malinda, Mwania, & Maithya, 2017). Consequently, developing values in teacher trainees is critical, because it is not only the aim of national educational goals, but also the mission to prepare students to become responsible citizens. It is therefore critical that education planners take into account the place of values in preparing self-regulated citizens. The purpose of this paper is to explore the preparation of lecturers in facilitating the development of values in teacher trainees in PTTCs in Kenya. This paper is based on reviews of critical analyses of existing literature on values education in training of teachers. The analyses point atthe importance ofvalues education for both teachers and pupils as they plan to help one to relate values to corresponding actions in life based on informed and reasoned positions. The paper argues that lecturers, who are adequately and intentionally prepared for values education, effectively prepare teacher trainees for facilitation of development of values in pupils. This effort calls for purposeful planning. This paper hopes to shed new light on how lecturers model and demonstrate the behaviour and values they expect teacher trainees to practice. The paper concludes with a call to rethink the pedagogy in teacher education courses with a view of re-focusing on the practical aspect of development of values for lecturers in PTTCs including planning for specific value-based objectives. Lecturers’knowledge, perception and pedagogical approaches have implications on values development in teacher trainees. INTRODUCTION Teachers play a vital role in the development of learners’ capacity in becoming responsible citizens. Development of values has been a major concern to most education system indifferent countries of the world (UNESCO, 2002) . Quality training is concerned with the transfer of skills, knowledge, values, behaviour and attitudes in order to have competent citizens (Nafuko & Kangethe, 2002) . As such, quality education is a result of purposeful planning that leads to translating policy into action, thus effectively addressing challenges facing young people. These challenges include youth disorder, poor academic performance, high dropout ratesand drug abuse that contribute to education inequality. Thus, the general acceptance is that teaching is a moral activity (Carr, 2011) in which teachers need to consider the moral impact on their students and eventually society. Rai (2014) posits that teachers, due to their pivotal role, have an opportunity to facilitate development of values in learners. This critical role is supported by Kaur and Nagpal (2013) who contend that“education is expected to function not only as a facilitator of acquisition of knowledge but also asa developer of values and transformer of inner being”(p. 3) . Similarly, Lumpkin (2008) suggests that during their interaction with trainees, teacher educators are expected to “display behaviours reflective of moral virtues such as fairness, honesty and adhere to professional codes of conduct”(p. Educational Planning 47 Vol. 26, No. 2 45) . Lumpkin further notes that teachers need to “model to students how to live a life of character based on moral virtues”(p. 46) . On the contrary, Lunenberg, Korthagen and Swennen (2007) state that some teacher educators are limited in skills and knowledge of modelling and that their exper

FAQs

What problem does the paper investigate about PTTC lecturers in Kenya?

It explores whether lecturers in Primary Teacher Training Colleges are prepared to train teacher trainees to facilitate values development.

Why is values development considered important in the paper?

Values and character formation are framed as key education goals for preparing responsible, self-regulated citizens and competent learners.

What does the paper suggest about how lecturers affect teacher trainees?

Adequately and intentionally prepared lecturers, through purposeful planning and modelling expected behaviours and values, can effectively prepare teacher trainees to facilitate values in pupils.

Oct 15, 2026

Uploaded by dabgoudw