A comparative analysis of the academic preparation program of secondary social studies teachers in Kenya and selected United States colleges and universities

The goal of this study was to examine the current requirements on the academic preparation of secondary social studies teachers in general education, history or social sciences, and professional education. The subsequent outcome was to be used in proposing a model for training secondary social studies teachers in Kenya.

The United States (U.S.) colleges and universities surveyed in this study were members of the American Association of Colleges for Teacher Education, in the Southern Regional Education Board. They were accredited by the National Council for Accreditation of Teacher Education. Two Kenyan institutions were also used in gathering data.

The recommendations of the National Council for the Social Studies (NCSS, 1984) were used to assess requirements of the United States institutions. Subjects at the institutions were 36 persons in charge of the departments of social science education.

Data were collected through questionnaires, catalogues and guidesheets. Frequency distribution and percentages were used in data analysis.

From the survey, the mean semester hours reported in general education was 51.2. This was lower than 72 semester hours recommended by the NCSS. The mean in history or social sciences was 67.5 semester hours. It was more than 48 hours recommended by the NCSS. In professional education, the mean was 30 semester hours which was more than 24 semester hours recommended by the NCSS.

In Kenya, professional education requirements were approxi mately 36 semester hours. History or social sciences were approximately 60 semester hours, based on a combination of two subjects. The subjects were to be chosen from history, geography, economics, and government. Most of the general education requirements were fulfilled through the "A" level program. The program is equivalent to the U. S. two year community colleges curricula.

The survey showed two content oriented influences in the preparation of secondary social studies teachers. One emphasized history and the other required a balance among the social sciences. However, more credit hours were required in history compared to other areas of the social sciences.