History teachers’ pedagogical reasoning and the dynamics of classroom implementation in Ghana

Abstract

The Ghanaian senior high-school history curriculum encourages teachers to guide students to explore, question and construct historical interpretations, rather than accept established historical narratives. This study investigates how those teachers conceive and implement the curriculum intent by exploring their pedagogical reasoning and classroom practices. The project described in this paper draws from a range of investigative instruments including in-depth interviews, classroom observations, post-lesson interviews and teachers’ planning paperwork from 15 public senior high schools in Ghana’s Central Region. This research found that teachers’ pedagogical reasoning was consistent with constructivist educational theory as well as responsive to the history curriculum, but that their stated understandings did not align with classroom practice. The findings indicate limited constructivist strategies in history lessons, as most teachers were didactic in approach and tended to teach history as a grand narrative.

Giving voice to teachers through interpretative phenomenological research: a methodological consideration

“…After their degrees, most of these teachers are employed by public schools. The history curriculum is overloaded with topics, and teachers lack the support systems to function to their best ability (Boadu et al, 2020). Textbook-based teaching and other teacher-centred approaches are reported to be the commonest approaches to history teaching (Boadu, 2020).…”

Historians and High School Students as Partners: Community-based Learning Experiences as a Tool for Democratizing Research

“…This process, detailed in companion articles, identified specific potential benefits to students in a constructivist approach to learning history in Central Region high school classrooms. 17 Soon after the completion of the project, the Education Minister of Ghana would make a speech in which he recognized the need for an approach that had similar goals. 18 In our preparations, we also corresponded with students at Academy of Christ the King through the intercession of their teacher, Fredrick Ayirah, in order to understand their motivations and preferred modes of learning and understanding of history.…”

Understanding the Interplay Between Language Teachers’ Efficacy and Constructivist Pedagogy in Ghana’s Evolving Education Landscape: A Structural Equation Modelling Analysis

“…The underlying aim of this philosophical shift is to: …develop individuals who are literate, good problem solvers, have the ability to think creatively and have both the con dence and competence to participate fully in the Ghanaian society as responsible citizens, locally and globally (GES, 2019, p.10) While the above goals demonstrate a promising educational future for basic school children in Ghana, existing reports show that teachers in the African context are resistant to this educational change since teacher-centered learning still dominates classroom practices (Akyeampong et al, 2006;Altinyelken, 2010;Tabulawa, 2013;Zeki & Guneyli, 2014;Muganga & Ssenkusu, 2019). Large class sizes, limited class hours, and inadequacy of resources are usually cited as the determinants of teachers' unwillingness to embrace constructivist teaching (Safori, 2019;Boadu et al, 2020). Teachers' sense of e cacy regarding the constructivist philosophy is yet to be explored.…”