Teacher Education and Teacher Quality

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Among the sectors which fosters nationwide development is training by ensuring the growth of a practical resource that is human. The organization of strong educational structures results in a society populated by enlightened individuals, who are able to cause positive economic progress and social change. A positive transformation that is social its associated economic growth are accomplished while the people use the abilities they discovered while they had been in college. The purchase of those skills is facilitated by one individual we all ‘teacher’. That is why, countries searching for financial and social developments need not ignore teachers and their role in national development.

Instructors are the major component that drives students’ achievements in learning. The performance of teachers generally determines, not just, the quality of training, nevertheless the performance that is general of students they train. The teachers themselves therefore need to get the best of training, for them to in turn assistance train students into the most useful of methods. It really is known, that the quality of instructors and quality teaching are of the most important factors that shape the learning and social and growth that is academic of. Quality training will ensure, to a extent that is large instructors are of very high quality, to be able to be able to precisely handle classrooms and enhance learning. That’s the reason instructor quality is still a matter of concern, even, in nations where students consistently get high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). Such nations, teacher training of prime importance because of the potential it has to cause good students’ achievements.

The structure of teacher training keeps changing in almost all countries in response to the quest of producing instructors whom realize the existing requirements of students or simply the demand for teachers. The modifications are tries to make certain that quality instructors are manufactured and sometimes just to ensure that classrooms aren’t free of instructors. In the U.S.A, how exactly to promote quality that is high has been an issue of contention and, for days gone by decade or more, has been inspired, essentially, through the methods prescribed by the No Child Left Behind Act (Accomplished California Teachers, 2015). Even in Japan and other Eastern nations where there are more instructors than required, and structures have already been instituted to make certain top quality instructors are manufactured and employed, dilemmas relating to the teacher and teaching quality are still of concern (Ogawa, Fujii & Ikuo, 2013). Instructor training is therefore no light hearted matter anywhere. This article is in two parts. It first covers Ghana’s teacher training system and in the part that is second at some determinants of quality teaching.

2.0 TEACHER EDUCATION

Ghana happens to be making deliberate tries to create quality teachers on her basic school classrooms. As Benneh (2006) indicated, Ghana’s aim of teacher education is always to offer a complete instructor training program through the provision of initial teacher training and in-service training programs, that will produce competent teachers, who can help improve the effectiveness of the teaching and learning that continues on in schools. The Initial teacher education system for Ghana’s basic school instructors was offered in Colleges of Education (CoE) just, until quite recently whenever, University of Education, University of Cape Coast, Central University College and other tertiary institutions joined in. The absolute most striking distinction between the programs provided by one other tertiary institution is the fact that whilst the Universities teach, examine and prize certificates for their pupils, the Colleges of Education offer tuition although the University of Cape Coast, through the Institute of Education, examines and award certificates. Working out programs provided by these institutions are attempts at providing many qualified instructors to instruct in the schools. The National Accreditation Board accredits instructor training programs to be able to guarantee quality.

The National Accreditation Board accredits teacher training programs in line with the content and structure regarding the courses proposed by the organization. Ergo, the courses run by different organizations differ in content and structure. As an example, the course content for the Institute of Education, University of Cape Coast is somewhat different from the course structure and content regarding the Center for keep Education, University of Cape Coast and none of the two programs matches that of the CoEs, though they all Diploma that is award in Education (DBE) after 36 months of training. The DBE as well as the Four-year Untrained Teacher’s Diploma in Basic Education (UTDBE) programs run by the CoEs are only similar, however equivalent. Exactly the same can be said of the Two-year Post-Diploma in Basic Education, Four-year Bachelor’s degree programs run by the University of Cape Coast, the University of Education, Winneba as well as the other Universities and University Colleges. The preparation of the products are done in different ways in effect even though, same products attract same clients.

It is through these numerous programs that teachers are prepared for the basic schools – from nursery to senior schools that are high. Alternate pathways, or programs by which instructors are ready have emerged to be good in circumstances where you can find shortages of instructors and much more instructors should be trained within a tremendously time that is short. A example that is typical the UTDBE system, mentioned above, which design to equip non-professional instructors with professional skills. But this attempt to create more instructors, due to shortage of instructors, gets the tendency of comprising quality.

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