Reconceptualising Moral Character Education in Kenya's Primary School Teacher Education: Shulman's Knowledge Base, the Integrative Ethical Education Model, and a Backward Design Proposal

Abstract

Primary school teachers in Kenya are widely expected to foster the moral development of their pupils; however, the primary school teacher education programme systematically neglects training in this aspect of their professional role. This conceptual and pedagogical-proposal study examines how Kenya's Primary Teacher Education (PTE) curriculum can be rethought to equip student teachers with the knowledge, skills, and dispositions necessary for effective moral character education. Drawing on three theoretically complementary frameworks, Shulman's model of teacher knowledge base, Narvaez's Integrative Ethical Education (IEE) model, and Wiggins and McTighe's backward design model, the study contends that moral character education is not an optional add-on to teacher preparation but a core element of the teaching profession. Through critical analysis of national policy documents and extensive review of scholarly literature in teacher education, moral development, and curriculum design, the study identifies three structural gaps that have characterised not only the now-phased-out two-year P1 Certificate but also persist, unremedied, in its successor programmes, namely the 2016 Diploma in Primary Teacher Education (DPTE) and the 2024 Diploma in Teacher Education-Pre-Primary and Primary (DTE-PP&P): the lack of a dedicated moral character course, an assessment culture that values propositional knowledge over professional development, and curriculum overload that marginalises reflective and relational pedagogy. A five-outcome course framework is proposed, covering: the dual intellectual-moral nature of teaching; knowledge of children's moral development; the moral aspects of classroom practice; the four components of ethical expertise (ethical sensitivity, ethical judgement, ethical motivation, and ethical action); and Pedagogical Content Knowledge for moral character education. Assessment strategies and learning experiences aligned to each outcome are detailed. Implications for teacher education policy, Kenya's transition to the Competency-Based Curriculum, and future empirical research are discussed.