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"We [Teachers] First Require Basic Technical [Skills] Training": Investigating Formal Professional Development Pathways and Knowledge Needs of Teachers for Technology Integration
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Emmanuel Ayisi Abedi – Education and Information Technologies, 2024
Internationally and in Ghana, formal professional development is cited in many education policies as a focal lever for transforming pedagogy and engaging students in cognitively demanding learning processes with digital technologies. Yet, this expectation for technology integration has proven difficult to achieve for many teachers, often due to…
Descriptors: Faculty Development, Foreign Countries, Technology Uses in Education, Technology Integration
Teacher Placement and Its Impact on Students' Performance: The Perception of Teachers at Junior High Schools of the Kassena/Nankana Municipality
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Mary-Magdalene Wompakeah; Flora Chirani; Scholastica W. Azuah – Educational Research and Reviews, 2023
This study assessed the teacher placement and utilization and their impact on Basic Education Certificate Examination (BECE) performance in the Kassena/Nankana Municipality. The study has the following objectives: Factors influencing teacher placement in public basic schools and the impact of teacher placement on BECE performance. The study…
Descriptors: Teacher Placement, Academic Achievement, Junior High School Teachers, Teacher Attitudes
Managing Large Classes in Virtual Teaching: Experiences of University Teachers in Ghana during COVID-19
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Salifu, Inusah; Abonyi, Usman Kojo – Educational Technology Research and Development, 2023
This research used the qualitative multiple case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants drawn…
Descriptors: Large Group Instruction, Virtual Classrooms, Web Based Instruction, College Instruction
A Professional Development Programme for Implementing Indigenous Play-Based Pedagogy in Kindergarten Schools in Ghana
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Dzamesi, Felicia Elinam; van Heerden, Judy – South African Journal of Education, 2020
In this article we report on the development and implementation of a professional development programme for teachers of the kindergarten curriculum (4-5 year olds) in Ghana. Kindergarten teachers in Ghana have little experience and meagre training in implementing a play-based pedagogy as recommended in the national curriculum. An indigenous…
Descriptors: Foreign Countries, Faculty Development, Kindergarten, Preschool Teachers
Tutor Perception on Personal and Institutional Preparedness for Online Teaching-Learning during the COVID-19 Crisis: The Case of Ghanaian Colleges of Education
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Gyampoh, Alexander Obiri; Ayitey, Henry Kwao; Fosu-Ayarkwah, Charles; Ntow, Seth Akyea; Akossah, Joseph; Gavor, Miracule; Vlachopoulos, Dimitrios – African Educational Research Journal, 2020
This paper looks at Ghanaian Colleges of Education tutors' perception on the personal and institutional preparedness for online teaching-learning during the COVID-19 crisis. The study selected 24 tutors from 9 Colleges of Education (CoEs) in the Eastern and Greater Accra Regions. 7 CoEs are in Eastern while 2 are in Greater Accra. Using the…
Descriptors: Foreign Countries, College Faculty, Teacher Attitudes, Online Courses
Transnational Education Delivery in Ghana: Examining the Benefits, Challenges and Future Prospects
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Owusu-Agyeman, Yaw; Amoakohene, Gertrude – Policy Reviews in Higher Education, 2020
Transnational education (TNE) has developed over the years as a branch of international education that focuses on cross-border teaching and learning through local partners and branch campuses in host countries. While there have been concerns over the quality of TNE delivery in host countries, there is a paucity of empirical research that…
Descriptors: Foreign Countries, Higher Education, Foreign Students, Study Abroad