Teacher Education as an Agent of Social Change: Analysis of the Kenyan Case

This paper argues that Teacher Education could play a significant role in promoting social change. This however is only possible if teacher educators go beyond the dominant behaviourist and constructivist views that have constrained Teacher Education in Kenya and perhaps other countries in Eastern and Southern Africa and also embrace alternative approaches, particularly the sociocultural view of teacher education. We argue that if teacher educators consider their aim as producing teachers who are sensitive to the sociocultural contexts, responsible to the society and who view teaching and learning as a socialization process, then, eventually, learners in schools may also be taught to reason beyond their ethnic, cultural, linguistic or religious constraints and think as citizens of a ‘multi-sociocultural’ country, as members of a continent and as global citizens. We have also suggested that one stage when supporting teachers to develop the sociocultural awareness, initiative and creativity becomes even more appropriate and perhaps urgent is during the practicum. Ultimately though, we have noted that research into the experiences of those who are beginning to teach and other key participants in the process would probably provide crucial information that could be useful in improving the social responsiveness of our teachers. In this paper, we have used Kenyan context to draw illustrations; however, it is our feeling that Kenya shares a considerable similarity with many other nations in the region (particularly in terms of approaches to Teacher Education hence many of the issues raised may be relevant to other countries in Eastern and Southern Africa.