Teacher training in early childhood education: The case of Ghana, West Africa

Morrison, Johnetta Wade

doi:10.1080/1090102020230403

Cited by 6 publications

(11 citation statements)

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“…The aim to have a National Nursery Teacher Training Centre in each region in Ghana has not been fulfilled as only one of the three initiated institutions is fully functional (Morrison, 2001)-and this can be found in the Capital City in the Greater Accra Region of Ghana. This was at a time when the tertiary institutions did not have early childhood-specific curriculum (Morrison, 2002). There has been a myriad of private sector and NGO efforts in training teachers however there has not been a laid down criteria on what the curriculum for such training should entail and Chawla-Duggan, Etsey, and Datta (2010) called for a consolidated effort to be spearheaded by the Education Service of Ghana to enforce a universal national in-servicing teacher training curriculum.…”

Section: The Pre-school Teacher Training In Ghanamentioning

confidence: 97%

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

Nyarko

Mate-Kole

2016

Cogent Education

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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.

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Section: The Pre-school Teacher Training In Ghanamentioning

confidence: 97%

“…The National Nursery Teachers' Training Centre together with a "model nursery", was opened in 1965 to train government supported nursery and kindergarten staff nationwide (Morrison, 2002). The unit is available to any early childhood personnel who needs training (Morrison, 2001).…”

Section: The Pre-school Teacher Training In Ghanamentioning

confidence: 99%

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

Nyarko

Mate-Kole

2016

Cogent Education

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“…Considering the breadth of basic competencies that must be fulfilled by a teacher, this research focuses on (a) teachers' motivation in teaching, (b) learning management skills, (c) effective learning material presentation skills, (d) skills in preparing interesting and fun learning, (e) skills in developing teaching aids; and (f) teachers' ability to create a dynamic learning atmosphere. 2 Hypothesis.…”

Section: International Experience In the Integration Of Educationmentioning

confidence: 99%

“…Teachers are one of the spearheads of educational success; hence, every country in the world pays great attention to the teachers' quality. Qualified teachers do not happen by themselves, it requires conscious, planned, continuous efforts to improve their knowledge and competencies, through re-training, pre-service, refreshment, workshops, technical guidance, teacher education in the field of study [1][2][3]; in-service training [4]; teacher continuing education in their fields of study [5]; pedagogical staff professional skills improvement [6].…”

Section: Introductionmentioning

confidence: 99%

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Contribution of Indonesia Cahaya Method to the Improvement of Early Childhood Teachers’ Skills

Marhun

2020

IntegrEdu

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Introduction. The article is devoted to the enhancement of quality of teachers’ skills in Indonesia. Qualified teachers do not happen by themselves, it requires conscious, planned, continuous efforts to improve their knowledge and competencies. This research aims at examining the contribution of the Indonesia Cahaya Method to fostering teachers’ skills, including motivation in teaching, learning management skills, presenting effective learning materials, preparing interesting and fun learning, developing teaching aids; creating a dynamic learning atmosphere. The Indonesia Cahaya Method is one of the most popular learning methods for early childhood education system in Indonesia. This method was developed through a longitudinal study conducted by Dr. Masnipal, M.Pd. and Onyas Rohayati, which aims at determining the contribution of the Indonesia Cahaya Method to improving teaching skills of early c hildhood teachers. Materials and Methods. The study was conducted as follows: giving a pre-test to teacher before the training began; carrying out training (treatment) for 8 hours (2 x 4 hours) with the help of the team, applying the method into learning in their respective schools in 6–8 weeks (minimum 30 and a maximum of 40 classes); and conducting a post-test by a colleague (one of the teachers at the primary/elementary school) with observations and interviews. Results. The research findings conclude that the Indonesia Cahaya Method has contributed to the improvement of early childhood teachers’ teaching performance. The improvement of teachers’ teaching skills can be seen in: teachers’ motivation in teaching, skills in managing learning, skills in presenting effective learning materials, interesting and fun learning packaging skills, and ability in creating an atmosphere dynamic learning. In addition, the improvement of teachers’ teaching skills was followed by an increase in students’ participation in learning. Discussion and Conclusion. The training method is considered feasible to be followed, studied, developed and implemented in learning by early childhood education teachers. The results of this study add new references to various parties that the Indonesian Cahaya method can be an alternative in developing the competence of early childhood teachers and open up opportunities for further researchers to develop this method, especially at the elementary school level. The article targets primary school education managers and teachers.

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