The Pedagogical Content Knowledge Model on Teacher Evaluation and Quality Education in Kenya: A Literature Review Analysis
DOI:
https://doi.org/10.57125/FED.2025.03.25.12Keywords:
Desktop research,, Educational Frameworks,, Quality Education,, Teacher Performance Appraisal,, Training Program, Pedagogical trainingAbstract
This study examined the Pedagogical Content Knowledge Model used in Kenya's Teacher Evaluation and Quality Education. The researcher adopted a desktop research design called secondary data to collect data from existing resources, including libraries, reports and published studies. The design was cost-effective compared to field research, as data could be obtained through reading online libraries and journals. Although enhanced teacher assessment programs are known to produce better educational results in various subject areas in Kenya, disparities in training quality across rural and urban regions of the country impact the programs’ effectiveness. In the long run, this makes the standardisation of high-quality training essential in boosting education standards countrywide. Pedagogical Content Knowledge Model, Marzano Focused Teacher Evaluation Model, Trans-formative and Social Constructivism Models may be used by education officials to develop teacher training programs that can successfully develop teacher training programs that will enhance quality education in the country. The study facilitates the development of teaching resources, which will mainly focus on realities on the ground and which can enable learners to comprehend and retain content taught by instructors in their classes. Besides, the study’s results promote policies that require the inclusion of a significant component of local content in teacher training programs, thus ensuring the contextual relevance of education.
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