Trends in the Development of Ghanaian Teacher Education

Mpuangnan, Kofi Nkonkonya

doi:10.1007/978-981-15-4008-0_15

Cited by 6 publications

(6 citation statements)

References 2 publications

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“…This implies that, for reasons not known, government has stumbled in her commitment in procuring and supplying such teaching and learning materials. Studies in Ghana (Nudzor, et al, 2015;Apau, 2021;Mpuangnan & Adusie, 2021) reaffirmed these same challenges of the standard based curriculum. This study sought to confirm or reject these claims especially in the Kpandai District.…”

Section: Challenges In Implementing the Standard Based Curriculummentioning

confidence: 83%

“…The study of Mpuangnan and Adusie (2021) investigated the concern of public basic schools' teachers about the implementation of the standardbased curriculum in Ghana. Their study revealed that basic schoolteachers did not have adequate information regarding what the standard-based curriculum entails.…”

Section: Teachers' Needs Towards the Standard Based Curriculummentioning

confidence: 99%

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Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana

Sulo Bingan,

Asoma,

Setor Amenu

et al. 2023

EAJESS

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This study investigated about the primary school teachers’ perceptions and needs towards the implementation of standard based curriculum in Kpandai District of Ghana. The study utilized the descriptive survey design. The target population was 439 public primary school teachers in the Kpandai District. The researchers used the simple random sampling to determine the sample of 150 teachers to participate in the study using a questionnaire. Data was analyzed through descriptive statistics. The study established that teachers have a positive perception towards the standard based curriculum which they felt is good and can help develop learners to think independently and grow into productive adults. The implementation of the standard based curriculum poses several challenges, which need to be addressed. Some of recommendations are that teachers need to develop a positive perception towards the standard based curriculum. Furthermore, information on the standard based curriculum should be readily available for teachers to understand and appreciate the curriculum.

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Section: Challenges In Implementing the Standard Based Curriculummentioning

confidence: 83%

Section: Teachers' Needs Towards the Standard Based Curriculummentioning

confidence: 99%

Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana

Sulo Bingan,

Asoma,

Setor Amenu

et al. 2023

EAJESS

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“…Ghana's Early Childhood Care and Development Policy emphasizes play-based learning and methods in teaching and learning (Mpuangnan, 2020), consistent with the ideals of play being an integral part of the lives of the Ghanaian people. In his early work, Vygotsky believed that to understand the individual, it is essential to understand the cultural-historical context in which the individual resides (Fleer, 2009).…”

Section: Introductionmentioning

confidence: 96%

Ghanaian Parents’ Perspectives on Young Children’s Play Experiences during the Coronavirus Pandemic

2023

IJSSES

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This study examined Ghanaian parents' perspectives on how their children's play experiences were influenced by the 2019 coronavirus pandemic. Purposive criterion sampling was used to select 15 parents (aged 20-50 years old) from three communities in the Cape Coast Metropolis in the Central Region of Ghana.The selection criteria were that potential parents had at least one child between the ages of four and eight years old, and that the child or children must be living with the parent(s) at the time of the study. Semistructured interviews served as the primary source of data. Inductive data analysis strategies were employed to analyze the data. Results showed that children's play experiences changed during the pandemic in terms of play types, play places, play partners, play materials, frequency of play, and gender dynamics. The major factors that influenced children's play during the coronavirus outbreak were parents' personal factors and the availability of play materials. Additionally, children were active agents in their own play experiences. There needs to be a concerted effort among parents, schools, and other stakeholders aimed at providing developmentally appropriate play experiences for young children.

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“…From its earliest history, teachers were recruited based on interest. When the Basel missionaries established the first teacher training college at Akropong, it was for persons who were interested in serving as catechists who were admitted [4]. Thus, their role as teachers was a low priority in comparison with being catechists.…”

Section: Introductionmentioning

confidence: 99%

“It Makes Us Feel More Professional!” Stakeholders’ Perception of the Ghana Teacher Licensure Examination

Addai-Mununkum,

Amoah,

Tamanja

et al. 2024

TECS

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The professionalism of teaching has been subject of an age long debate. Teachers beseech others to recognize them as professionals and they become belligerent when they fail to receive recognition. Since 2018, Ghana has instituted the Ghana Teacher Licensure Examinations (GTLE) to regulate entry into the teaching profession. This policy has received a mixed bag of reactions with the populace sharply divided in opinion. Given that knowledge gap existed, it was important to interrogate the general perception of all stakeholders across Ghana to unravel how the GTLE is perceived among stakeholders. This paper is culled out of a broader study that employed a mixed-methods research approach in a nationwide study involving over 2800 respondents. For this paper, we report on the qualitative data generated from 145 participants. We describe the concerns of stakeholders who are in favour, against, or ambivalent about the GTLE. Drawing on an adaptation of CBAM model, we discuss stakeholders’ perceptions of GTLE as stages of concern. We conclude that stakeholders opposed to the licensing of teachers do so because of their concerns about its form, content, and other logistical challenges. To sustain the policy, it is recommended for the National Teaching Council and the Ministry of Education to take steps to address these concerns. Regardless, what stakeholders agree to be the biggest strength of the GTLE is that it is a positive step towards professionalizing teaching. It is a useful yardstick to determine who is qualified to perform the function of teaching, and prevents all others who do not qualify from accessing classrooms.

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Trends in the Development of Ghanaian Teacher Education

Cited by 6 publications

References 2 publications

Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana

Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana

Ghanaian Parents’ Perspectives on Young Children’s Play Experiences during the Coronavirus Pandemic

“It Makes Us Feel More Professional!” Stakeholders’ Perception of the Ghana Teacher Licensure Examination

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