Year: 2024
Type: dissertation
Abstract: This thesis presented a comprehensive analysis of the management of Preservice Teacher Education (PSTE) in Ghana, with a focus on planning, implementation, quality assurance, and quality control. The study aimed to investigate the policies, practices, and challenges within Ghana's PSTE programs, identifying areas for improvement. Employing a mixed-methods approach, data were collected through policy documents, program evaluations, interviews with stakeholders, and surveys. The theoretical foundation was grounded in system theory, human capital theory, and total quality management theory to highlight the importance of effective teacher education for national development. Document analysis identified key components of Ghana’s PSTE planning process, including needs assessments, stakeholder involvement, curriculum development, instructional strategies, and field experiences. The findings revealed strengths in policy frameworks and curriculum guidelines, but also highlighted challenges such as resource constraints, inconsistencies in program delivery, and gaps in policy implementation. Critical areas needing improvement included stakeholder engagement, resource allocation, curriculum coherence, assessment practices, and faculty development. The study concluded that while Ghana’s Preservice Teacher Education (PSTE) programs are supported by strong policy frameworks, their effectiveness is hindered by implementation challenges and resource limitations. Key areas needing improvement include more thorough needs assessments, stronger collaboration with stakeholders, optimized resource allocation, standardized assessment practices, and enhanced professional development opportunities. Recommendations were offered to address these gaps, emphasizing enhanced needs assessments, stronger stakeholder collaboration, optimized resource allocation, standardized assessment practices, and improved professional development opportunities. These findings have implications for policymakers and stakeholders aiming to enhance the quality of teacher preparation improving PSTE management, ultimately contributing to a more competent and skilled teaching workforce for national educational progress.
Author: Richard Lionel Gorni, -
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W6998805556