Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana

Ibrahim Abudulai

doi:doi:10.11648/j.ijeedu.20211004.11

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Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana

Ibrahim Abudulai

Published in International Journal of Elementary Education (Volume 10, Issue 4)

Received: 2 September 2021 Accepted: 22 September 2021 Published: 29 September 2021

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Abstract

The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.

Published in	International Journal of Elementary Education (Volume 10, Issue 4)
DOI	10.11648/j.ijeedu.20211004.11
Page(s)	100-110
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Supported Teaching, Perspective, Professional, Partner School

References

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[2]	T-TEL (2020). Professional Development Programme. Tutor Professional Development Sessions Year 1 Semester 2. MoE, Ghana.
[3]	The National Teacher Education Curriculum Framework (2017). The Essential Elements of Initial Teacher Education. MoE, Ghana: www.t-tel.org/hub.html
[4]	Hammer, D. (2000). Teacher inquiry. In Minstrell, J. and van Zee, E., (Eds.), Teaching and Learning in an Inquiry-Based Science Classroom. Washington DC.: American Association for the Advancement of Science.
[5]	Postholm, M. B. (2012). Teachers’ professional development: a theoretical review, Educational Research, 54: 4, 405-429, DOI: 10.1080/00131881.2012.734725.
[6]	Avalos, B. 2011. Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education 27, no. 1: 10–20.
[7]	National Teacher’s Standards (2017). Guidelines. MoE, Ghana: www.t-tel.org/hub.html
[8]	T-TEL (2018). Professional Development Programme. Four-Year Bachelor of Education Degree Supported Teaching in School: School Placement Handbook. MoE, Ghana.
[9]	Addai-Munumkum, R. (2019). T-TEL The new B.Ed. curriculum and the ‘making of 21st-century teacher in Ghana. 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL. (2) 1. http://ncte.edu.gh
[10]	Bani, H. G. (2019). Assessing mentoring practices in selected partnerships schools in teacher education at Kwahu East District of Ghana. 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL. (2) 1. http://ncte.edu.gh
[11]	Dorgbetor, A. (2019). The impact of T-TEL activities on the professional development and achievement of teacher trainees in colleges of education in Ghana: The experience of Akatsi college of education. 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL. (2) 1. http://ncte.edu.gh
[12]	Steele, M. M. (2005). Teaching Students with learning disabilities: Constructivism or behaviorism? Current Issues In Education [On-Line], 8 (10). Retrieved May 24, 2021, from http://cie.ed.asu.edu/volume8/number10/
[13]	Acquaye, V., Addai-Mununkum, R.; Acquah, S. & Ananga, E. D., (2019). The more, the merrier; An assessment of the effects of small group discussion technique on students’ social interactions in the implementation of the new B.Ed. Curriculum. J. Anamuah Mensah, J Fletcher (Eds) 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL. (2) 1. http://ncte.edu.gh
[14]	Pandey, P. and Pandey, M. M. (2015). Research Methodology: Tools and Techniques, Romania, Bridge Centre.
[15]	Trochim, W. M. K. (2006). Problem Formulation. Research Methods Knowledge Based.

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APA Style

Ibrahim Abudulai. (2021). Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana. International Journal of Elementary Education, 10(4), 100-110. https://doi.org/10.11648/j.ijeedu.20211004.11

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Ibrahim Abudulai. Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana. Int. J. Elem. Educ. 2021, 10(4), 100-110. doi: 10.11648/j.ijeedu.20211004.11

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AMA Style

Ibrahim Abudulai. Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana. Int J Elem Educ. 2021;10(4):100-110. doi: 10.11648/j.ijeedu.20211004.11

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@article{10.11648/j.ijeedu.20211004.11,
  author = {Ibrahim Abudulai},
  title = {Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {4},
  pages = {100-110},
  doi = {10.11648/j.ijeedu.20211004.11},
  url = {https://doi.org/10.11648/j.ijeedu.20211004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211004.11},
  abstract = {The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.},
 year = {2021}
}

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TY  - JOUR
T1  - Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana
AU  - Ibrahim Abudulai
Y1  - 2021/09/29
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211004.11
DO  - 10.11648/j.ijeedu.20211004.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 100
EP  - 110
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211004.11
AB  - The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.
VL  - 10
IS  - 4
ER  -

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Author Information

Ibrahim Abudulai

Department of Social Science, Gambaga College of Education, Gambaga, Ghana

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Plain Text BibTeX RIS

APA Style

Ibrahim Abudulai. (2021). Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana. International Journal of Elementary Education, 10(4), 100-110. https://doi.org/10.11648/j.ijeedu.20211004.11

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ACS Style

Ibrahim Abudulai. Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana. Int. J. Elem. Educ. 2021, 10(4), 100-110. doi: 10.11648/j.ijeedu.20211004.11

Copy | Download

AMA Style

Ibrahim Abudulai. Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana. Int J Elem Educ. 2021;10(4):100-110. doi: 10.11648/j.ijeedu.20211004.11

Copy | Download

@article{10.11648/j.ijeedu.20211004.11,
  author = {Ibrahim Abudulai},
  title = {Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana},
  journal = {International Journal of Elementary Education},
  volume = {10},
  number = {4},
  pages = {100-110},
  doi = {10.11648/j.ijeedu.20211004.11},
  url = {https://doi.org/10.11648/j.ijeedu.20211004.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20211004.11},
  abstract = {The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana
AU  - Ibrahim Abudulai
Y1  - 2021/09/29
PY  - 2021
N1  - https://doi.org/10.11648/j.ijeedu.20211004.11
DO  - 10.11648/j.ijeedu.20211004.11
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 100
EP  - 110
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20211004.11
AB  - The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) third-year student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers’ teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.
VL  - 10
IS  - 4
ER  -

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