University of Sussex
Browse
EdR-14-FA-0340-R4-Edits_KA2_MA editsacceptedKA.pdf (387.75 kB)

Teacher educators' practice and vision of good teaching in teacher education reform context in Ghana

Download (387.75 kB)
journal contribution
posted on 2023-06-09, 08:20 authored by Kwame Akyeampong
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.

History

Publication status

  • Published

File Version

  • Accepted version

Journal

Educational Researcher

ISSN

0013-189X

Publisher

SAGE Publications

Issue

4

Volume

46

Page range

194-203

Department affiliated with

  • Education Publications

Research groups affiliated with

  • Centre for International Education Publications

Full text available

  • Yes

Peer reviewed?

  • Yes

Legacy Posted Date

2017-10-18

First Open Access (FOA) Date

2017-10-18

First Compliant Deposit (FCD) Date

2017-10-17