Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana

Abstract

The main purpose of the study was to seek student teachers' perspectives on the practices of Supported Teaching in School Programme in Colleges of Education in Ghana; particularly, Colleges in the northern sector of Ghana. The population of the study consisted of all student teachers in Colleges of Education in Ghana. The target population was all student teachers of the three (3) selected Colleges of Education in the northern sector of Ghana namely; Tamale College of Education, Gambaga College of Education and ST. John Bosco College of Education. The sample size was ninety (90) thirdyear student teachers comprising thirty (30) student teachers each, who were conveniently chosen based on proximity. An opportunistic sampling technique was used to select student teachers for the study. A cross-sectional survey was adopted with an exploratory design. Results of the study indicated that there exists a communication gap between some Colleges of Education and partner schools; thereby resulting in unfriendly receptions given to student teachers by authorities of partner schools and mentors. The study also indicated that the Supported Teaching in School Programme (STS) is adequately assisting student teachers to develop professional skills, attitudes, and values of teaching including knowledge of inclusivity, equity, and support for learners learning progress in the classroom. Based on the results of the study, it is recommended that policymakers (Ministry of Education and Ghana Education Service) should strategically provide enough resources such as syllabi, Teachers' Handbooks, and logistics for effective practice of the programme since it adequately develops student teachers' teaching professionalism. It is also recommended that improvement needs to be considered by some of the Colleges of Education to close and strengthen the communication gap existing between them and partner schools by pre-informing them before assigning student teachers to them.

The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme

“…This result indicates that the STS programme implemented by Gambaga College of Education is good in training and developing teachers' mentees. This finding supports Edwards et al (2002) [28] and Ibrahim (2020) [27] who investigated the perceptions of student-teachers towards the STS program both concluded that students' perceptions of STS program were good in training and developing teachers in the 21 st century. College of Education College of education in Ghana and concluded that the construct 'STS relate college base training to real world" was the lowest rank among the eight.…”

Tumu College of Education trainee teachers’ perceptions of mentors’ pedagogical knowledge

“…In the 1960s, Ghana had one of the best systems of education in Sub-Saharan Africa (Ministry of Education, 2017a). However, the system of education started to decline over the years, expectations, Abdulai (2021) revealed that mentors and lead mentors, for instance, find it challenging to perform some of their roles due to a lack of orientation programmes. It is difficult to find mentors with the capability to mentor pre-service teachers as a result of misdirected role expectations (Hamel & Jassko-Fisher, 2011).…”

“…It is difficult to find mentors with the capability to mentor pre-service teachers as a result of misdirected role expectations (Hamel & Jassko-Fisher, 2011). Researchers warned that if mentors are not well-prepared, prospective teachers may be placed in partner schools where their mentors may be more in need of mentorship than the mentees (Buabeng, Ntow & Otami, 2020;Abdulai, 2021). The consequence of this is counter-socialisation.…”