The study sought to investigate ELF awareness among CoE tutors of English in Ashanti Region of Ghana. This study employed the descriptive survey design. A total 48 participants were selected from 8 Colleges of Education for the study using the purposive sampling. Data were collected using a six-point Likert-type scale questionnaire. Data analysis and presentation of results were done using Mean and Standard Deviation. The study revealed that ELF awareness can help improve practice in terms of assessment, and designing test items around attainable non-native speaker norms. The study further indicated that ELF awareness is beneficial and therefore the need for it. It was recommended that Tutors should seek ways of acquiring attitudes that can help them create congenial atmosphere for teaching and learning as/ this is needed by students to understand what their teachers teach them.
The purpose of the study was to assess the perceptions and challenges facing in the implementation process of the IN-IN-OUT programme in selected colleges of education in the Ashanti Region of Ghana. The descriptive cross-sectional survey was employed as the research design in this study. The population was made up of supervisors, mentors, and mentees from St. Louis and Wesley Colleges of education who have been posted to various communities in the Ashanti Region of Ghana to practice teaching. Purposive and random Sampling techniques were used to select tutors, teacher-trainees, mentors and assemblymen in the practicing communities. The study's main data collection tools were questionnaires and interview and classroom observation protocols. The data collected were scored and analyzed using the Statistical Package for Social Scientists (SPSS) computer software. Frequencies, percentages, and other measures of central tendencies were calculated. The study revealed that teacher-trainees, mentors, and assemblymen in the two (2) communities saw the IN-IN-OUT programme as useful to a large extent, even though they had varied opinions. While some say the program was merely useful, some see it as very useful and others saw the program as extremely useful. The study also revealed that the challenges faced by the various teacher trainees, mentors, and supervisors include social problems, financial difficulties, and time constraints. It is recommended that teacher trainees are posted to the rural and peri-urban communities, one can be sure that after their certification they will be fully prepared to face the challenges ahead of them. It is also recommended that the government and stakeholders should as a matter of urgency commit more money to this programme.
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