RELEVANCE OF LEARNING THEORIES IN THE TRAINING OF TECHNICAL TEACHERS AND INSTRUCTORS IN UGANDA

Abstract

Learning theories are being used in Teacher education the world over to help trainees acquire professional skills such as ability to analyze learning needs of students, plan, and design and manage learning as well as providing counseling. In Technical teacher education learning theories can be used to ensure high quality and effective teaching and learning. This study investigated the extent to which learning theories are applied in the training of technical teachers and instructors and ascertained those theories that are more relevant. The study examined learning theories present in the curriculum, the extent to which learning theories are being applied in the training of technical teachers and instructors and ascertained what theories are relevant in producing a quality technical teacher or instructor in Uganda. Data was collected from 238 respondents, who included 145 students, 81 technical teachers and instructors and 12 managers of instructor training colleges and ministry officials. Respondents were selected using purposive and convenience sampling. Structured questionnaires, interview guides and an observation schedule were used to collect data. Descriptive statistics, means, standard deviation and frequency tables as well as content analysis were used to analyze the data. Findings show that learning theories are not so much used in the training of technical teachers and instructors and they did not appear in most of the curriculum apart from the pedagogy course units. This was due to the fact that teaching models are not used intentionally in training and little emphasis is placed on planned and systematic ways of doing things which may require principles from learning theories. Trainers used their own skills and experience to reinforce and assess learning and occasionally borrowed from learning theories. Institutions focused less on vocational pedagogy and effective training of technical teachers and instructors. Learning theories were perceived as pure theory that had little application to technical teacher education. Participants agreed that learning theories enable teachers to acquire professional skills such as ability to analyze learning needs of students, plan, and design and manage learning as well as providing counseling. Respondents further agreed that constructivism, cognitivism and behaviourism promote hands-on training and experiential learning. Hence learning theories are very relevant and can ensure high quality and effective teaching and learning in technical teacher education. It is recommended that, a complete rethinking of the design and implementation of TVE teacher training in Uganda be done to infuse in relevant learning theories. TVET teacher training in Uganda should open up to new and effective teaching and learning approaches that are based on the principles of learning theories. TVE teacher trainers in Uganda through refresher training should develop extensive knowledge in the use of learning theories in teaching. Constructivism and cognivitism should be infused into TVE teacher and instructor training to promote experiential learning. This will subsequently improve the quality of TVE teachers and instructors in Uganda.