Teacher Educators’ Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana
Bibliographic Data
| ID | 9731936 |
|---|---|
| Authors | Kwame Akyeampong (0000-0002-8698-7146, University of Sussex, Brighton, UK, corresponding author) |
| Year | 2017 |
| Volume | 46 |
| Issue | 4 |
| Pages | 194-203 |
| Publication date | 2017-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x17711907 |
| OpenAlex | W2622426893 |
| Language | EN |
| Citations received | 23 |
| References cited | 16 |
Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform since 2004 to incorporate practicum. However, the critical role of teacher educators has been overlooked by policymakers, and few studies have qualitatively investigated their practice and vision. The study draws on qualitative data from the Ghana component of the Teacher Preparation in Africa (TPA) research project to explore eight teacher educators’ practice and vision of good teaching of primary mathematics. The study found that teacher educators’ practice and vision of good teaching consist of the use of teaching and learning materials (TLMs) and small group activities following specific steps without understanding the principles of learner-centered pedagogy that could be applied in a variety of classroom contexts and mathematics topics. The study also identified the hierarchical relationship between teacher educators and school teachers as a major challenge for effective practicum, limiting the opportunity to transform teacher educators’ vision and practice of primary mathematics teaching. Recommendations for enhancing professional learning opportunities for teacher educators are offered
Context (archaeology · Mathematics education · Pedagogy · Practicum · Professional development · Qualitative research · Sociology · Teacher education · Teaching method · Variety (cybernetics · Computer Science · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Leadership practices and teacher professional learning and development in public senior high schools in Ghana
Preservice Training Amid a Pandemic in Ghana
Digitally mediated professional development of Nigerian teachers intending to relocate abroad
Parents and community agency in early childhood education and development in rural Ghana
Integrating ICT to Adopt Online Learning in Teacher Education in Ghana
Understanding the nexus of school types, school cultures and educational outcomes and its implication for policy and practice
“Me I don’t really discuss anything with them”
Influence of preservice teacher education on mathematics teaching efficiency of beginning teachers
Collaborative professional practice for strengthening teacher educator identities in Eritrea
Cultural Considerations in Defining Classroom Quality
A Complex Systems Network Approach to Quantifying Peer Effects
Teacher depressive symptoms and children's school readiness in Ghana
Eritrean teachers' perceptions of learner-centred interactive pedagogy
Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana
Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana
High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana
Exploring multidimensional approaches to learning during early childhood in Ghana
Teacher education as an enabler or constraint of learner-centred pedagogy implementation in low-to middle-income countries
Taking in the complete picture
Being and becoming in teacher education
Managing conflictual teacher-child relationship in pre-schools
Changes in classroom quality predict Ghanaian preschoolers’ gains in academic and social-emotional skills
Impacts of the Preschool Safe Program on Marginalized Girls in Northern Nigeria
Improving teaching and learning of basic maths and reading in Africa
Educating the teacher educator—A Ugandan case study
Developing learner-centred education among secondary trainee teachers in Malawi
Dissecting the teacher monolith
The cultural politics of constructivist pedagogies
From student teachers to newly qualified teachers in Ghana
A vision of successful schooling
Research on Teaching and Teacher Education and Its Influences on Policy and Practice
Professional Development and Practices of Teacher Educators
Parsing the Practice of Teaching
Pedagogical Renewal for Quality Universal Primary Education
| Unique citing works | 23 |
|---|---|
| Citations per year | 2.88 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |