Proposing a contextual approach to pre-school teacher education in Ghana

Abstract

Efforts of Ghanaian Universities and Colleges of Education in training pre-school teachers have been found inadequate and unable to meet their training needs. As a result, other private and non-governmental organisations have been contributing to the education of early childhood practitioners, although on pilot basis. Currently, most pre-school teachers remain untrained. Using the Cultural Historical Activity Theory as a Framework, this paper proposes a contextual approach to pre-school teacher education using radio as a training tool for teachers. The radio is easily accessible, handy, far reaching to remote rural settlements (than the Internet) and low in cost. It is suggested that as in other community radio efforts it should be localised so the community "runs" their own stations. Specific programmes should be devoted to topics on child development, child survival, early childhood pedagogy and other practical issues relevant to pre-school classrooms. The paper concludes by suggesting periodic community (of stakeholders) meetings to form a support group.

Teachers’ Perspectives on Remote-based Teaching and Learning in the COVID-19 Era: Rethinking Technology Availability and Suitability in Zimbabwe

“…Radio is a powerful mass medium that can broadcast educational content simply and more cheaply, reaching to the most remote and most deprived populations in developing countries (Nyarko & Mate-Kole, 2016). Radio broadcasts can improve access to learning content to rural learners and bridge the divide with their urban counterparts.…”