Browsing by Author "Komakech, Robert Agwot"

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    Managing collaboration between the author and publisher for career growth in Africa
    (2018) Komakech, Robert Agwot; Magara, Elisam
    Collaboration between the author and publisher has a direct impact on their career growth. The content of the authors’ work can either increase or decrease the publisher’s reputation and earnings. This chapter is based on theoretical review and authors’ research experience. It discusses the obligation of authors and publishers, the critical success factors for authors and publishers, and provides a conclusion. Accordingly, managing collaboration with publishers can improve the authors’ career of writing and marketing skills because of the value added by a publisher and in turn the publisher’s business network and revenue will increase hence long term survival in business. The paper recognises a need for a collaborative empowerment capacity building programme motivated by the publisher to enable authors effectively go through the production process.
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    The Exploration of Pre-Service Mathematics Teachers' Pedagogical Content Knowledge in Teaching Geometry to Primary Six Learners in Uganda
    (East African Journal of Education Studies, 2025) Opus, Michael; Komakech, Robert Agwot; Kaguhangire-Barifaijo, Maria
    This study explores using Pedagogical Content Knowledge (PCK) by preservice mathematics teachers in teaching geometry to a primary six class in Eastern Uganda. The study employed a qualitative research approach using participant observations, interviews, and a documentary checklist to examine how pre-service teachers utilize examples, illustrations, explanations, demonstrations, and analogies to enhance learners' understanding of geometric concepts. The research also investigates the strategies these teachers use to address learner misconceptions and engage learners in meaningful learning experiences. Findings reveal that pre-service teachers effectively use examples and illustrations to relate abstract geometry concepts to real-life situations, facilitating learners' comprehension. However, challenges were noted in the use of analogies and in addressing learner misconceptions, highlighting areas where further pedagogical development is needed. The study also underscores the importance of rehearsal in successfully delivering classroom demonstrations. The implications of these findings suggest that teacher training programs should emphasize developing a comprehensive understanding of PCK, particularly in using analogies and correcting misconceptions. Furthermore, the study recommends enhanced support for pre-service teachers in linking geometry instruction to everyday applications, which could foster improved problem-solving skills among learners. This research contributes to the existing literature by providing insights into pre-service teachers' specific challenges and successes in applying PCK to teaching geometry, offering recommendations for curriculum development and future research in teacher education.