Social Studies and History Curriculum Assessment in Colleges of Education in Ghana: Reflective Practices of Teacher Educators

Autor/inn/en	Oteng, Bernice; Mensah, Ronald Osei; Adiza Babah, Pearl; Swanzy-Impraim, Enock
Titel	Social Studies and History Curriculum Assessment in Colleges of Education in Ghana: Reflective Practices of Teacher Educators
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2175515 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oteng, Bernice) ORCID (Mensah, Ronald Osei) ORCID (Adiza Babah, Pearl) ORCID (Swanzy-Impraim, Enock)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2175515
Schlagwörter	Social Studies; Teacher Education Programs; Teacher Educators; Reflective Teaching; History Instruction; Curriculum Evaluation; Self Efficacy; Teacher Attitudes; Evaluation Methods; Faculty Development; Affective Behavior; Test Items; Outcomes of Education; Educational Assessment; Test Construction; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Teacher education; Education; Lehrerausbildung; Lehrerbildung; History lessons; Geschichtsunterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Test content; Testaufgabe; Lernleistung; Schulerfolg; assessment; Bewertungssystem; Testaufbau; Ausland
Abstract	Assessment is a crucial and essential component of successful instruction and learning. As a result, teachers must examine their actions in the classroom through a process of reflective practices (self-observation and self-evaluation) and think about why they do it and if it works. This essay examines the reflective practices of Ghanaian teacher educators regarding the evaluation of social studies and history curricula. It made use of the sequential explanatory mixed method as a methodology drawn from questionnaires, interviews and document reviews. The findings disclosed that teacher educators in Ghana's colleges of education have low efficacy and poor reflective practices when it comes to affective domain assessment. The study suggests that the Ministry of Education (MOE) and the National Council for Tertiary Education (NCTE) should ramp up the instruction of the methods for evaluating the affective domain in coordination with Ghanaian universities. For Social Studies teacher educators, consistent professional development programs on the methods for assessing the affective domain should be organised. The universities in Ghana should train Social Studies History teacher educators in the field in the area of measurement and evaluation with particular emphasis on the construction of appropriate test items for determining expected outcomes. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01