International Portal of Teacher Education
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Search results for: Ghana
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5 items
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Student satisfaction is the pinnacle upon which any effective online learning hinges.
It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning.
In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector.
This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana.
The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent.
Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment.
Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development.
In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.
Published: 2021
Updated: Nov. 11, 2021
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This study explored gender differences in stressors experienced by teacher education students at the University of Ghana, and adaptation stratagems they might utilise to manage stress.
In 2018–2019 academic year, a total of two hundred and seventy (270) second- and third-year students were selected using random sampling procedure to respond to closed-ended and open-ended questions in a survey questionnaire.
The questionnaire was to measure stressors students encounter and to measure students’ coping stratagems they might use to minimise their stress levels (Folkman & Lazarus, 1984).
The findings show that the students use multiple strategies, such as praying/meditating and self-distracting activities to cope with stress. Although, females had higher overall perceived stress levels regarding encountered academic stressors and health stressors, the difference between genders was insignificant.
Similarly, females had a higher perception of stress from psychosocial stressors when likened to males, however, the difference between genders was also insignificant.
Regarding perceived coping stratagems, females utilised adaptive coping stratagems whilst males utilised maladaptive and avoidance coping stratagems although the difference between genders was also not significant.
The study recommended among others that males be urged to likewise utilise increasingly adaptive strategies to control strain.
Published: 2020
Updated: Dec. 03, 2020
3
This paper focuses on how people learn to become teachers.
It draws on the experiences of student-teachers and tutors at a College of Education in the south of Ghana who engaged with an iterative data-generation process over one academic year.
While increasing attention is given to the learning experiences of children in Sub-Saharan Africa, teachers’ learning experiences remain under-explored, under-documented and under-theorised.
It makes an original contribution to the study of pre-service teacher education by combining a sociocultural lens on learning and becoming with an analytical framework based on the capability approach.
This illustrates how student-teachers’ freedom to learn is facilitated and constrained by structured and social contexts within a pre-service programme.
The paper shows how understanding different perspectives on valued ‘beings and doings’ of teaching can help re-interpret and re-imagine processes for ‘becoming’ a teacher, which has practical application at policy and institution level.
Published: 2020
Updated: Aug. 29, 2020
4
Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana
This study examines eight teacher educators’ practice and vision of good teaching of primary mathematics. The author concludes that it is clear that teacher educators’ practice and vision of good teaching play a critical role in shaping learning opportunities of pre-service teachers and teacher education reform will not succeed without reforming the way teacher educators learn to teach pre-service teachers.
Published: 2017
Updated: Jul. 15, 2018
5
This study explores the role that teacher educators themselves may play in instances of limited success. The first author used self-study to explore how his framing of his facilitation role created a defensive rather than an open-to-learning professional development experience. This article has described how, despite being skilled in teaching, the first author was not skilled in helping teachers learn, at least initially. By building on the work of Argyris and Scho¨n (1974), this article describes a self-study process that involves using transcripts to infer the beliefs and values that underpin in-service educators’ decisions about how to act.
Published: 2015
Updated: Dec. 28, 2016