Preparing Globally Competent Teachers
A Paradigm Shift for Teacher Education in Ghana
Bibliographic Data
| ID | 5686310 |
|---|---|
| Authors | James Kofi Annan (0000-0002-1119-0538) |
| Year | 2020 |
| Volume | 2020 |
| Pages | 1-9 |
| Publication date | 2020-09-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2020/8841653 |
| OpenAlex | W3088021387 |
| Language | EN |
| Citations received | 5 |
| References cited | 13 |
It is well known that quality and positive school outcomes are determined by teacher competence, sensitivity, and motivation which are summed as teacher quality. The role teachers play in shaping society requires that training of same must be of utmost priority of governments. With reference to the relevance of archival materials, the study relied mostly on observation and secondary sources of data with content analysis on training of teachers in Ghana. This study identified various elements that contribute to the quality of teachers which ultimately increases the quality of education. These included quality assurance of teacher education, initial training of teachers, deployment processes, professional growth, compensation, and regulatory bodies that ensure standards and compliance. The article also found out that low investments in teacher education, allowing nonprofessional graduates to teach, poor living, and working condition are deterrent to teachers from accepting postings to rural and deprived areas; lack of regular and consistent training for professional development and poor motivation packages for teachers are some of the reasons for poor quality in the education delivery at the basic school level. The study then advocates that teachers must be trained strictly by educational institutions only, aptitude test must be used to recruit teachers, intensify curricula reform to address critical thinking skills in teachers, institute regular development training for teachers, and motivate teachers who accept postings to rural areas
Competence (human resources · Curriculum · Mathematics education · Medical education · Pedagogy · Professional development · Quality (philosophy · Teacher education · Test (biology · Education and Critical Thinking Development · Global Educational Policies and Reforms · Medicine · Psychology · Teacher Education and Leadership Studies · Social Psychology
Occupational decision motives of potential TVET teachers
The Preparedness of Student Teachers in Open and Distance Learning Environments for the Classroom
Teacher Ethics Perspective Syed Naquib Al-Attas and KH. M. Hasyim Asy'ari
Availability and Accessibility of Islamic Religious Education Elementary School Students in Non-Muslim Base Areas, North Minahasa, Indonesia
Towards classroom inclusivity
Relationships of Knowledge and Practice
Chapter 6
The Changing Debate on Internationalisation of Higher Education
Teacher Quality and Student Achievement
The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana
Who becomes a teacher? The characteristics of student teachers in four countries
Variation in Teacher Preparation
Teacher Education in Ghana
| Citations per year | 1.25 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |