In Search of an Effective Teacher: Ghana's Move towards Achieving Sustainable Education through Teacher Education Reforms

Autor/inn/en	Adu-Gyamfi, Kenneth; Otami, Deodat Charles
Titel	In Search of an Effective Teacher: Ghana's Move towards Achieving Sustainable Education through Teacher Education Reforms
Quelle	In: International Journal of Higher Education, 9 (2020) 4, S.216-232 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Teacher Effectiveness; Educational Quality; Educational Change; Teacher Educators; Teacher Attitudes; Sustainability; Admission Criteria; Elementary Secondary Education; Sustainable Development; Culturally Relevant Education; Teacher Education Curriculum; Curriculum Development; Professional Development; Partnerships in Education; Preservice Teacher Education; Ghana + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Bildungsreform; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Nachhaltigkeit; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Nachhaltige Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulpartnerschaft; Lehramtsstudiengang
Abstract	Ghana has experienced a number of education reforms in the post-independence era and the study examined Ghana?s attempt at understanding what constitutes an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college educators, were the methodology for the research. After constant comparison, students' quality and entry requirements, changes in curriculum, and role of development partners in education reforms affected the quality of teacher education. However, cultural context, support systems, and educator professional development are means of achieving sustainable basic education. Ghana should, therefore, have teacher education policies, uninfluenced by changes in political power and ideologies, but tailored to socio-cultural and economic needs of the people; preparing motivated-teachers to accept the profession as a chosen-career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01