Preparing Teacher Trainees for Field Experience
Lessons From the On-Campus Practical Experience in Colleges of Education in Ghana
Bibliographic Data
| ID | 4181962 |
|---|---|
| Authors | Christine Adu-Yeboah, Christine Adu‐Yeboah (University of Cape Coast), Christopher Yaw Kwaah (0000-0002-4890-9761, University of Cape Coast, corresponding author) |
| Year | 2018 |
| Volume | 8 |
| Issue | 4 |
| Publication date | 2018-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244018807619 |
| OpenAlex | W2898574468 |
| Language | EN |
| Citations received | 6 |
| References cited | 20 |
This study sought to understand the process of providing on-campus practical experience to teacher trainees in preparation for practicum in basic schools, and how the trainees perceive these. It used the mixed method approach to obtain data from three purposively sampled colleges of education in the Central Region of Ghana. Questionnaires were administered to 232 teacher trainees; 12 focus group discussion sessions were held with the trainees while an interview guide was used to elicit data from 24 college tutors. The findings showed that the on-campus experience offered trainees the opportunity to improve on their knowledge and practice of general pedagogical skills such as the writing of lesson plans, statement of appropriate lesson objectives, lesson delivery, timing of activities, and the use of teaching and learning resources. However, there was no evidence of documented standards and guidelines for the conduct of the on-campus practicum. Again, trainees had very limited time to engage with supervisors and critically interrogate and reflect on their own practices. Consequently, it was suggested that teacher training institutions should develop appropriate teaching standards and guidelines for on-campus teaching practice and give trainees more opportunity to engage with and critically interrogate their own practice in the process of learning to teach
Focus group · Medical education · Pedagogy · Practicum · Sociology · Teacher education · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback · Teacher Education and Leadership Studies
Quality of Practice Teaching Assignments as Experienced by Students Teachers of Silliman University
English language and pedagogical competency of prospective English teachers
A Modular Approach to the Formation of Competencies of Bachelors of Teacher Education
From traditional to clinical approach toward continuing professional development
Becoming a teacher
Teacher Education Students’ First-Time Experiences of Video-Recording Their Teaching and Analyzing it
An inquiry-based practicum model
Learner-centred pedagogy
Improving teaching and learning of basic maths and reading in Africa
Exploring the backgrounds and shaping of beginning student teachers in Ghana
From student teachers to newly qualified teachers in Ghana
A vision of successful schooling
The discourse of classroom interaction in Kenyan primary schools
Can Teacher Education Make a Difference
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Constructing 21st-Century Teacher Education
| Citations per year | 0.86 |
|---|---|
| Citation span | 2019 - 2025 (7) |
| Highly cited | No |