a) Acquisition of New Knowledge
Teachers at all levels will need to attend inservice training particularly when there is a new curriculum to be implemented to be upgraded in content, methodology and evaluation
b) Familiarization with Curriculum Development Changes in curriculum are dynamic, particularly with the increase in knowledge in demand and supply by society or relevancy in curriculum content. To familiarize teachers with curriculum development, changes, seminars, workshops, and conferences are organized at the district or national level. In many cases some of the work in curriculum development changes are channeled through circulars, demonstrations and government documents from the inspectorate to the schools. Heads of schools are expected to make such information available to teachers. In well organized schools, seminars or meetings are organized for members of staff to discuss new changes in curriculum. Training of examiners and markers for public examinations falls under this category. It is done by the Kenya National Examinations Council.
c) Familiarization with Principles of Organization and Management. Many teachers are appointed to head schools without prior training in organization and management. Appointments to head schools are usually made on the basis of a teacher’s academic qualifications and some appointments to headships. A lot of work that is necessary for school organization and educational management cannot be done during the pre-service training. It’s after working in the schools for sometime that a teacher gains insights and familiarity with the basic principles of organization and management. Some teachers become fortunate when they work in schools where head-teachers may be assigned roles of departmental heads, deputy head-teachers or guidance and counselors. To function properly and project educational services, some form of instruction in organization and management is essential.
d) Promotion Status Many teachers in this country have been promoted from one grade to another after under- going an in-service education programme.
e) Improved Job Performance Many teachers select to attend shorter courses for one or two weeks for almost the same purpose. They want to increase, extend or expand their knowledge. This is quite true of teachers who trained more than ten years ago and are still teaching. Changes in the teaching profession are common. Most teachers want to improve their performance to cope with new changes in education. To this group of teachers, promotions or salary are not reasons for participation. Teachers without initial training of these subjects must participate in short in-service education courses to become qualified to teach them. Teachers advisory centers are most appropriate venues for organizing short in-service education courses for the improvement, increase and expansion of knowledge. This role is well played in districts with well-organized centres.
f) Increased Salary Additional salary is not an incentive for participation in all types of in-service education courses. Salary in Kenya goes along with certificates and degrees obtained. Any in- service education programme may not be organized for the purposes of awarding extra or higher certificates or diplomas. Exceptions to this are the following programmes.
i) One year course for P1 teachers to be qualified as S1 teachers for handicapped. Promotion from P1 to S1 teachers provides an essential salary increase.
ii) One year full time course for untrained graduate teachers. After successfully completing the course at a university they are awarded diplomas in education or (P.G.D.E) with salary increase or some adjustment.
Wilfykil answered the question on March 2, 2019 at 07:28