Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana

Prospects and Challenges of Upgrading Untrained Teachers in Sub-Saharan Africa: The Case of Ghana

“…That is, students who believe more in their competence to manage their academic activities are likely to have higher degrees of academic adjustment than low self-efficacy students even when they face difficulties (Girelli et al, 2018). Furthermore, this finding is consistent with the claim that UTDBE teachers used more practical activities than DBE teachers, because UTDBE teachers have had some teaching experience, and have developed pedagogical skills and in-service professional development (Kwaah & Palojoki, 2018). However, previous studies in Ghana (Akyeampong, Adu-Yeboah, & Kwaah, 2018) and other SSA countries (Akyeampong, Lussier, Pryor, & Westbrook, 2013) suggest that untrained teachers' perceived levels of high self-efficacy may point to exaggeration of their knowledge and confidences.…”

“…Research has shown that UTDBE newly qualified teachers had lower entry grades to teacher education programs than their counterparts with Diploma of Basic Education (DBE) who entered colleges of education directly from the senior high school. Similarly, UTDBE teachers had lower achievement in colleges of education (Kwaah & Palojoki, 2018) than their DBE (traditional teacher education program) counterparts. However, while DBE teachers tended to perform better on core subjects, UTDBE teachers performed better on practical course work (Associates for Change, S. Sofo,E.…”

“…Thompson,& T. L. Kanton 125 FIRE: Forum for International Research in Education 2016). The UTDBE teachers used more practical activities such as group work than DBE teachers, because UTDBE teachers have had some teaching experience, and thus had developed some pedagogical skills (Kwaah & Palojoki, 2018).…”

“…Inadequate provision of teachers has been a result of overreliance on traditional teacher training programs. Thus, non-traditional teacher education programs are critical for the provision of quality education in deprived communities because trained teachers are unwilling to accept postings to deprived communities, causing the need for such communities to grow their own trained teachers (Kwaah & Palojoki, 2018). One such initiative to address the acute shortage of teachers in Ghana is the Untrained Teachers Diploma in Basic Education (UTDBE) program.…”

An Assessment of Ghana’s Enacted Kindergarten Curriculum

“…The program allows untrained teachers to prepare to become certified teachers without leaving their respective classrooms when schools are in session. Thus, UTDBEteachers have had some teaching experience and have acquired some pedagogical skills(Kwaah, & Palojoki, 2018).…”