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Transforming Teaching and Learning for Quality Teacher : Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education
Article Number: SIS894136AI231222
23rd December, 2022
Author(s):
Stephen Kwabena Ntim
Abstract:
This survey measured the perspectives of teacher trainees, classrooms teachers and
stakeholders in teacher education regarding factors that could enhance teaching and quality
teacher education in Ghana. Findings from the survey indicate that teachers’ content
knowledge was considered appreciable, but more emphasis needed to be paid to cultivating
critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in
teacher education towards a more constructivists approach to teaching, with focus on
student-centered teaching and attention to student diversity, as well as enhancing teacher
professional development, especially in the area of academic research. Implications for policy
and practice suggested among others, are that teacher education in Ghana needs a more
professional development that is both data-based and standard driven, as well as
collaboratively developed, as criteria to assess teacher quality and possible certification.