A Model for Reconceptualising Teacher Education in Ghana

The lack of a nationally agreed definition of who a ‘good teacher’ is, the poor performance of pupils in basic schools, as well as a diversity of practice and approach in a system which is essentially driven by exam based,... [ view full abstract ]

The lack of a nationally agreed definition of who a ‘good teacher’ is, the poor performance of pupils in basic schools, as well as a diversity of practice and approach in a system which is essentially driven by exam based, summative assessment and lacking an overarching set of National Standards in Ghana has heightened the concerns of policy makers, parents and educators. Rethinking the curriculum for teacher education is therefore necessary for ensuring and sustaining inclusive and quality education for all and promotion of lifelong learning for Ghanaian children. A response to this is the Transforming Teacher Education and Learning (T-TEL) programme, which is DFID support to Ghana’s Ministry of Education. The programme is designed to transform the delivery of pre-service teacher education in Ghana by improving the quality of teaching and learning in all 40 Colleges of Education. This paper describes the processes involved in developing a teacher education policy framework for preparing pre-service teachers to be effective in Ghanaian classrooms. The development of this model was carried out in two main stages: National Teachers’ Standards, and a National Curriculum Framework. The paper outlines the processes and structure of each. It draws on the vital importance of sustained engagement, readiness to change and ‘harnessing the wisdom of informed crowds’ (Fullen 2003). It highlights the gaps in the existing teacher education curriculum, which both the teachers’ standards and curriculum framework seek to address, and evidence of the overwhelming endorsement of the curriculum framework by key stakeholders in education. The paper argues that the teacher education reform process is a welcome and timely initiative for Ghana, to the extent that it lays the groundwork for sustained improvements in teacher education and pupils’ learning. It also potentially points the way forwards for other countries grappling with the challenges of sustainable educational improvement.