A vision of Successful Schooling: Ghanaian Teachers' Understanding of Learning, Teaching and Assessment

Akyeampong, Albert K, Ampiah, J.G. and Pryor, J (2006) A vision of Successful Schooling: Ghanaian Teachers' Understanding of Learning, Teaching and Assessment. Comparative Education, 42 (2). pp. 155-176. ISSN 0305-0068

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Abstract

This article reports on an empirical study exploring Ghanaian teachers' understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful experiences, teachers' understandings were more in accord with social constructivism. Also, their aspiration towards interactive models of classroom assessment was circumscribed by the normal context of assessment discourse and by bureaucratic requirements. The article concludes that, given the right circumstances, teachers can reflect on their experiences and produce a more sophisticated account of teaching and learning. It suggests ways in which in-service work might make use of these insights, recommending further attention to the discursive frames of teachers' professional reflections within dialogue and active engagement through school-based coaching.

Item Type: Article
Additional Information: Published by Taylor and Francis
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/52
Google Scholar:23 Citations
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