Experiences and Constraints of Teacher Trainees on Integration of 21st Century Skills in the Instructional Process during Teaching Practicum in Kenya

Abstract

Twenty first Century skills are significant in preparing learners for the rapidly changing society locally and globally.  This paper is a report of a study that was carried out in 2023 on experiences and constraints of teacher trainees on integration of 21^st century skills in the instructional process during teaching practicum in Kenya. The study adopted a Mixed Methods approach and a descriptive research design. The study was guided by Vygotsky’s social cultural theory. A sample of one hundred and fourteen Bachelor of Education students from two public universities in Kenya were selected through stratified and convenience sampling methods to participate in the study. Data was collected in May and June, 2023 using students’ questionnaires that comprised of both closed-ended and open-ended questions. Data was analysed through descriptive statistics and thematic analysis. The study found out that teacher trainees were very competent in the integration of written communication skills, 66 (57.9%), and collaboration skills, 70 (61.4%) during the teaching practicum. Teacher trainees rarely integrated creativity, critical thinking, information and technology literacy skills, adaptability and citizenship skills in the teaching and learning process during the practicum. The major constraints encountered by teacher trainees were limited knowledge from undergraduate training and limitations of materials and resources in the schools. The study recommended that teacher education curricula should strengthen the integration of 21^st Century skills in the instructional process, use of learner centred instructional strategies and schools to acquire relevant materials and resources on the integration of 21^st Century skills in the instructional process.  The results of this study inform curriculum development process for Competency Based Teacher Education. University instructors and teachers can draw from the findings for quality teacher training and instructional processes.