Teacher Education in Ghana
A Contemporary Synopsis and Matters Arising
Bibliographic Data
| ID | 3357230 |
|---|---|
| Authors | Kwame Bediako Asare (0000-0002-5626-2953, University of Cape Coast), Seth Kofi Nti (University of Cape Coast) |
| Year | 2014 |
| Volume | 4 |
| Issue | 2 |
| Publication date | 2014-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244014529781 |
| OpenAlex | W1905896322 |
| Language | EN |
| Citations received | 9 |
| References cited | 5 |
In an era when quality education is a concern for education-focused international organizations and dominates national debates, teacher quality must equally be a priority. The central role of the teacher requires that teacher education must be of the highest quality toward achieving any educational agenda. This article provides a synopsis and adds to the currency of contemporary teacher education efforts in Ghana. It presents key teacher training institutions in Ghana and highlights the structure of teacher preparation, type of teacher training pursued, and pathways to teacher development in Ghana. It examines how the question of approaches teacher educators use in training student-teachers can or cannot lead to the development of critical thinking skills, which are vital to promoting teacher effectiveness. We advocate that universities, colleges, Teacher Education Division of the Ghana Education Service, and all bodies involved in teacher education in Ghana join forces to chart new content and, emphatically, approaches to teaching teachers-in-training that can promote critical thinking skills in teachers. With the increased private sector participation, we initiate a debate as to the need to ensure uniformity in teacher quality standards in Ghana
Mathematics education · Medical education · Pedagogy · Political science · Sociology · Teacher education · Education and Critical Thinking Development · Educational Practices and Challenges · Medicine · Psychology · Teacher Education and Leadership Studies
Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)
RME Teachers’ Subject-Matter Knowledge for Effective Delivery
Multiple-choice test development competencies of junior high school mathematics teachers in Ghana
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
Professional development among in-service teachers
A Complex Systems Network Approach to Quantifying Peer Effects
Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices
Training Teachers by the Distance Mode
Preparing Globally Competent Teachers
| Citations per year | 1.13 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |