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close this bookGhana: A Baseline Study of the Teacher Education System (CIE, 2000, 67 p.)
close this folderChapter 2: Teacher Education in Ghana
View the document2.1 Introduction
View the document2.2 Historical Overview of the Development of Teacher Education
View the document2.3 Teacher Training College Curriculum
View the document2.4 Assessment Procedures
View the document2.5 Instructional Practices in the Teacher Training Colleges
View the document2.6 Conclusion

2.6 Conclusion

This chapter has examined the development of teacher education in Ghana. It describes the three-year post-secondary course run by Ghana’s 38 teacher training colleges (TTCs), focusing on the curriculum, assessment procedures, and instructional practices. Although not explicitly targeted by the education reforms of 1987, attempts have been made to bring about change in initial teacher education to improve the quality of teaching and learning in schools. Most notably, these have included the introduction of student-centred, interactional approaches to teaching and learning in the colleges. This shift, however, has been constrained by the examination-oriented culture of the colleges and lack of appropriate supportive management structures.