Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

Autor/in	Akyeampong, Kwame
Titel	Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana
Quelle	In: Educational Researcher, 46 (2017) 4, S.194-203 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Teacher Educators; Teacher Education; Mathematics Instruction; Elementary School Teachers; Student Centered Learning; Teaching Methods; Foreign Countries; Educational Change; Instructional Materials; Correlation; Practicums; Faculty Development; Mentors; Qualitative Research; Teacher Surveys; Teacher Attitudes; Ghana + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Mathematics lessons; Mathematikunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsreform; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Korrelation; Practicum; Praktikum; Praktika; Qualitative Forschung; Lehrerverhalten
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01