From Student Teachers to Newly Qualified Teachers in Ghana: Insight into Becoming a Teacher

Akyeampong, Albert K and Lewin, Keith M (2002) From Student Teachers to Newly Qualified Teachers in Ghana: Insight into Becoming a Teacher. International Journal of Educational Development, 22 (3-4). pp. 339-352. ISSN 0738-0593

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Abstract

This paper explores the perceptions of three groups of teacher education trainees in Ghana—those beginning training, those completing training, and those with two years’ experience in schools. A structured instrument was used to assess responses to statements about the status of teachers and teaching, teacher control, preferences for posting and different aspects of learning and teaching. Some differences were found between the responses of the groups. The direction of these differences was not always consistent with the aspirations of training curricula, suggesting other factors might be influential, and that more attention should be given to establishing what initial teacher training can and cannot achieve.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education > L Education (General)
Depositing User: Albert Akyeampong
Date Deposited: 17 Aug 2006
Last Modified: 30 Nov 2012 16:49
URI: http://sro.sussex.ac.uk/id/eprint/45
Google Scholar:38 Citations
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