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close this bookTeacher Training in Ghana - Does it Count? (CIE, 2001, 119 p.)
View the document(introduction...)
View the documentMulti-Site Teacher Education Research Project (MUSTER)
View the documentAcronyms
View the documentAcknowledgements
View the documentExecutive Summary
close this folderChapter 1: Background and Context
View the document1.1 Educational reforms: expectations and impact
View the document1.2 Teacher training and teacher quality
View the document1.3 The JUSSTEP study findings
View the document1.4 Increasing financial investment into teacher training
View the document1.5 Implications of teacher supply and demand in Ghana
View the document1.6 The MUSTER Agenda
close this folderChapter 2: Research Design and Methodology
View the document2.1 Research design
View the document2.2 Research methodology
View the document2.3 Strengths and limitations of the study
close this folderChapter 3: Teacher Training Development in Ghana
View the document(introduction...)
View the document3.1 Introduction
View the document3.2 Teacher training: from early to recent developments
View the document3.3 Selection into initial teacher training
View the document3.4 Teacher Training College curriculum
View the document3.5 System of Assessment
View the document3.6 External examination structure
View the document3.7 The new system of teacher training: The ''In-in-out'' model
View the document3.8. College curriculum as documented
View the document3.9 Summary
close this folderChapter 4: Who Becomes a Teacher?
View the document(introduction...)
View the document4.1 Introduction
View the document4.2 Who becomes a teacher: profile of background characteristics
View the document4.3 What images and perceptions of teachers, teaching and teacher training do beginning student teachers bring?
View the document4.4 Background Experiences of Family and Schooling
View the document4.5 Exploring deeper motivations for choosing teacher training
View the document4.6 Expectations from Teacher Training
View the document4.7 Summary: Policy and Curriculum Planning Consideration
close this folderChapter 5: College Level Training: Curriculum and Cost Issues
View the document5.1 Introduction
View the document5.2 Characteristics of Training Colleges
View the document5.3 Profile of college tutors
View the document5.4 Curriculum resources in college
View the document5.5 College teaching
View the document5.6 Limiting conditions on curriculum delivery practices
View the document5.7 Trainees' preparedness to teach
View the document5.8 Teaching practice experiences
View the document5.9 Qualitative insights into teaching practice
View the document5.10 The cost of training a teacher
View the document5.11 Summary
close this folderChapter 6: Post-Training: Newly Qualified Teachers' Early Experiences, Practices and Reflections on Training
View the document6.1 Introduction
View the document6.2 Professional and community support for NQTs.
View the document6.3 How committed are NQTs to a teaching career?
View the document6.4 Preferred instructional strategies
View the document6.5 College preparation for classroom practice
View the document6.6 How NQTs relate to poor pupil performance
View the document6.7 NQTs' evaluation of college training
View the document6.8 Head teachers' views about NQTs' professional and personal attitudes to teaching
View the document6.9 Strengths and weaknesses of NQTs
View the document6.10 Summary
close this folderChapter 7: Insights into the Effectiveness of Teacher Training
View the document7.1 Introduction
View the document7.2 Teacher training: what difference does it make?
View the document7.3 Changes in becoming a teacher
View the document7.4 Comparing trained teachers with the untrained
View the document7.5 Summary
close this folderChapter 8: Teacher Training and Future Teacher Demand
View the document8.1 Introduction
View the document8.2 Estimation of future demand of teachers in Ghana
View the document8.3 Teacher demand: implications for the teacher training system
close this folderChapter 9: The Way Forward
View the document9.1 Introduction
View the document9.2 Key emerging issues
View the document9.3 Short to medium-term measures
View the documentAppendix 1: Differences Between Groups in Response Patterns by Statements
View the documentReferences