1.3 Purpose of this Study

According to Calderhead & Shorrocks (1997: 5), "any improvements in the quality of teacher education require a clearer understanding of the processes involved and how they are most appropriately facilitated". In this study we aim to provide an understanding of what happens in training, in terms of training resources, processes, and the value attached to them by student teachers. The intention is to use such understandings to reflect on the current ways, as discussed above, of improving teacher education in Ghana. Often the experiences and views of those who are the direct beneficiaries of training are seldom given voice in the consideration of programme restructuring or reform. In this study, we have sought to represent their views and feelings using a survey questionnaire that produced a summary evaluation of the training, and in-depth interviews of exiting trainees that yielded deep insights into the value attached to training. Finally observations of trainers' instructional approaches were used to indicate the kinds of teaching strategies tutors used in the delivery of the curriculum. Our intention was to examine the interrelation, if any, of espoused principles of learning to teach, as advocated in policy statements and curriculum documents, with tutors' instructional practices.

The data collection and analysis at the exit level (in the third and final year of training) was therefore intended to provide insights into the processes involved in teacher preparation; what trainees value most and what they value least and why, and what college effects impinge on the training process. The study also explored the theory-practice links in curriculum delivery and the factors influencing this relationship.