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This article summarizes the traditional methods of teacher preparation, in which teachers are trained to effi

ciently transfer the information from the instructor to the learner and its shortcomings. Tella et al (2010) noted

that such instructors-centred methods make the learners not to enjoy their lessons and therefore miss the ben

efits of intellectual discovery. The author then proposes some principles of Constructivist teacher preparation

procedures which could be incorporated so that the instructors encourage the learners to reflect on their experi

ences and integrate such experiences with the new information in the process of constructing knowledge. Such

a learner-centred method has been noted (Chika, 2012) to be powerful in enhancing learning achievement than

instructor-centred. The incorporation of the constructivist teacher preparation into Kenya’s Education system

would reflex the current global curriculum trends where various international countries, including Africas such

as Ghana, Nigeria, Namibia, Zimbabwe and South Africa are equally trying the system for better quality Edu

cation.