Teacher Attributes and Quality of Social Studies Instruction in Ghanaian Colleges of Education

Abstract

This study investigated teacher attributes and the quality of Social Studies instruction in Ghanaian Colleges of Education using the mixed methods approach. The study sampled 38 out of 190 teacher educators from 38 teacher training institutions to participate in the study by filling a questionnaire and engaging in the interview schedule. While interview data was thematically analyzed, quantitative data from the questionnaire was presented using descriptive statistics and Pearson correlations. The study established that teacher educators possessed the required knowledge and skills and were competent to handle the social studies subject. Their academic and professional qualifications were linked with the quality of instruction. The study recommends that a variety of professional development programs for social studies educators to increase competence and improve their skills for teaching. Teacher educators should be encouraged to go for further studies as part of their professional development which will improve their quality of delivery.

Digital revolution in higher education: unveiling the impact of online learning versus traditional classroom instruction in a Ghanaian university, west Africa

“…Students may participate in group activities, ask questions, and have in-person conversations in typical classroom settings, which helps to build community and fosters collective Learning (Oteng et al, 2023a;Oteng et al, 2023b). The ability to communicate directly with classmates and teachers allows for the development of critical thinking abilities as well as quick feedback and explanation.…”