Institutionalizing Crisis-Sensitive Education Planning, Preparedness And Capacity Building Through media and technology practical skills for undergraduate pre-service teachers

Abstract

There is consensus that teacher educators should be held responsible for the trainees that they graduate. COVID-19 led to rapid response  to the crisis by promoting adoption of remote learning. Ministries of education all over the world aligned rapid response to  their long-term learning priorities. Efforts should be geared towards enhancing the skills of teacher educators and the trainee teachers in  crisis risk reduction and management through micro-teaching course. Educational media practical skill training is critical to ensuring  inclusive and equitable quality education and promotion of lifelong learning opportunities for all. Teachers need Technological  Pedagogical and Content Knowledge to use technology for economic growth, social inclusion, and environmental conservation. Digitalization of the curriculum is about looking ahead of crises that may disrupt learning. However, studies on integration of ICT into  pedagogy have revealed gross incompetence of teachers and lack of infrastructure and instructional leadership to support its  implementation. Additionally, Ministries of Education in Africa have not institutionalized crisis-risk reduction and management into  education policies and programs. Moreover, effective continuous professional development for teacher educators and learners has not  been institutionalized in higher education in Kenya. Therefore, adoption and integration of ICT into higher education curriculum and  pedagogy is still at a nascent stage. A study was done among fourth year pre-service teacher trainees at Maasai Mara University to  establish how effective the media practical skills training prepared them for teaching practice and Technological Pedagogical Knowledge  Content. The findings revealed that there was a relationship between media practical skills training and teaching practice. They also  revealed that most of the students had pedagogical and content knowledge but no Technological Knowledge. This study has  recommended revision of the teacher education curriculum, capacity building of teacher educators in 21st Century skills on Technological  Pedagogical Content Knowledge and provision of wellequipped resource centers in teacher training institutions.