Abstract
The main objective of this study was to examine the effectiveness of the Kyambogo University teacher-education curriculum on secondary school teacher performance in Uganda. The study was conducted between 2008-2011. Questionnaires, focus group discussions, lesson observations and interviews were administered to Kyambogo University lecturers, university students, secondary school teachers and students. Results indicate that most lecturers and secondary school teachers use teacher-centred methods. Theoretical teaching was widely practiced in schools and university. Teachers attributed their use of teacher-centered methods to their training and pressure of national examinations. Suggestions to improve the effectiveness of the university secondary teacher education program are made and include: university curriculum review, reform of examination system, conducting pedagogical courses for university lecturers, teachers, and involving experienced teachers in supervising students on school
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