Empirical Analysis of the Effectiveness of Teacher Distance Education (TDE) in Ghana: The Perception of Student Teachers, Tutors and Coordinators of the University of Education, Winneba (UEW)

Autor/inn/en	Attah-Mensah, Godwin; Acheampong, Alex Opoku; Nti- Adarkwah, Samuel
Titel	Empirical Analysis of the Effectiveness of Teacher Distance Education (TDE) in Ghana: The Perception of Student Teachers, Tutors and Coordinators of the University of Education, Winneba (UEW)
Quelle	In: Journal of Education and Practice, 7 (2016) 32, S.11-25 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Foreign Countries; Program Effectiveness; Teacher Education Programs; Distance Education; Preservice Teacher Education; Student Teacher Attitudes; Tutors; Coordinators; Program Design; Educational Quality; Instructional Design; Delivery Systems; Teacher Effectiveness; Student Teacher Evaluation; Sample Size; Questionnaires; Reliability; Statistical Analysis; Ghana + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Lehramtsstudiengang; Lehrerausbildung; Förderlehrer; Lehrender; Tutor; Koordinator; Programme design; Programmaufbau; Programmplanung; Quality of education; Bildungsqualität; Lesson concept; Lessonplan; Unterrichtsentwurf; Auslieferung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fragebogen; Reliabilität; Statistische Analyse
Abstract	Education has proven to be an effective means of developing the human resource base of most nations and could advance the development of nations. In other to upgrade and train more professionals and non-professionals in the sphere of education, the concept of teacher distance education has gained more attention globally. Therefore, more and new knowledge is required to advance the course of teacher distance education in developing countries through empirical research; it becomes critically important to understand the perceived quality and, therefore, effectiveness of teachers distance education from stakeholders' perspective in the Ghanaian teacher distance education context. Overall, student teachers, tutors and coordinators rated the University of Education Teacher Distance Education successful. It was recommended among other things that the programme design, content quality, instruction design, instructional delivery, student support and student assessment quality must be given further attention. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01