Who Becomes a Teacher? The Characteristics of Student Teachers in Ghana: Insights Into Becoming A Teacher

Coultas, Julie C and Lewin, Keith M (2002) Who Becomes a Teacher? The Characteristics of Student Teachers in Ghana: Insights Into Becoming A Teacher. International Journal of Education and Development, 22 (3-4). pp. 243-260. ISSN 0738-0593

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Abstract

This paper reviews the characteristics of students entering initial training in four countries¿Ghana, Lesotho, Malawi, and Trinidad and Tobago. First a brief overview of the teacher education systems is provided. Second, biographical data is reviewed on age, religious affiliation, ethnic group and mother tongue, parental occupations and academic achievement, and students¿ educational qualifications. Third, some insights into trainees¿ perceptions about teaching and the teaching profession are presented. Finally, comparisons are made for two countries on cross-sectional data comparing the perceptions of entering and exiting trainees and newly qualified teachers. The results draw attention to the qualities and perceptions that those on initial training programmes bring to the teacher education curriculum. They provide a reminder that teacher education curricula should recognise these characteristics and be designed to respond to needs that they create.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Depositing User: Julie Coultas
Date Deposited: 06 Feb 2012 20:22
Last Modified: 15 Mar 2012 15:00
URI: http://sro.sussex.ac.uk/id/eprint/25671
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