Professional competencies and the continuing professional development needs of Technical, Vocational Education and Training (TVET) teachers in Kenya
Abstract
The development of Continuing Professional Development (CPD) programs for vocational teachers in
Africa has been hampered by a lack of relevant research on their CPD practices and learning needs. This
study therefore investigated the learning needs of vocational teachers in Kenya based on the professional
competencies vocational teachers identify as essential for their work and their self-perception of competence.
Using a concurrent mixed methods approach, data was collected from 170 questionnaire respondents
and sixteen interview participants from six Technical, Vocational Education and Training (TVET) institutions in Kenya.
Despite TVET teachers perceiving themselves as highly competent, they were found to express a
relatively high need for CPD. The need was most strongly expressed by teachers who had received Initial
Teacher Education (ITE), which suggested that ITE has a positive influence in sensitising teachers on the
need for CPD. New teachers were however found to have a lower perception of competence. Mentorship
for new teachers is thus recommended.
An unexpected finding was that while TVET teachers in Kenya identify good teaching skills as an
essential competency for vocational teachers, they assume mastery of content translates to good teaching skills. It is thus recommended that the curriculum for TVET teachers in Kenya be reviewed to help teachers
appreciate, identify, and develop subject-specific teaching skills.
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