The training of physical education teachers at Kyambogo University and their competence at school

Abstract

The study examined the training of secondary school PE teachers at Kyambogo University so as to determine the quality of training using the PE teacher profile designed by the MoES. It was guided by three objectives: To examine the curriculum used to train PE teachers; to determine the factors that affected the training of PE teachers; and to compare the curriculum used to train PE teachers with the suggested profile of a PE teacher. A descriptive study design based on a sample of 24 respondents was selected using purposive, stratified and snowball sampling techniques. Data was collected using in-depth interviews, observation and documentary analysis. The findings showed that, though training involved theory and practical lessons and that tools and materials were available, many of the available facilities needed improvement. Factors such as delays in reviewing the curriculum, putting greater emphasis on theoretical than practical assessment, and the allocation of inadequate time for practical lessons, among others, affected the training. The study concluded that the curriculum of the PE training programmes was relevant to the activities the PE teachers conducted in schools; that though assessment was both theoretical and practical, there was greater emphasis on the theoretical aspect of the training yet PE is a practical subject; and that only part of the PE profile was considered in the PE teacher training curriculum since it was a recent development from the MoES. The study recommends a review of the curriculum and bench marking with aspects of the PE teacher profile. It also recommends that the assessment criteria should be made more practical since PE is a practical teaching subject.