Teacher Training in Ghana - Does it Count? (CIE, 2001, 119 p.)

(introduction...)

Multi-Site Teacher Education Research Project (MUSTER)

Acronyms

Acknowledgements

Executive Summary

Chapter 1: Background and Context

1.1 Educational reforms: expectations and impact

1.2 Teacher training and teacher quality

1.3 The JUSSTEP study findings

1.4 Increasing financial investment into teacher training

1.5 Implications of teacher supply and demand in Ghana

1.6 The MUSTER Agenda

Chapter 2: Research Design and Methodology

2.1 Research design

2.2 Research methodology

2.3 Strengths and limitations of the study

Chapter 3: Teacher Training Development in Ghana

(introduction...)

3.1 Introduction

3.2 Teacher training: from early to recent developments

3.3 Selection into initial teacher training

3.4 Teacher Training College curriculum

3.5 System of Assessment

3.6 External examination structure

3.7 The new system of teacher training: The ''In-in-out'' model

3.8. College curriculum as documented

3.9 Summary

Chapter 4: Who Becomes a Teacher?

(introduction...)

4.1 Introduction

4.2 Who becomes a teacher: profile of background characteristics

4.3 What images and perceptions of teachers, teaching and teacher training do beginning student teachers bring?

4.4 Background Experiences of Family and Schooling

4.5 Exploring deeper motivations for choosing teacher training

4.6 Expectations from Teacher Training

4.7 Summary: Policy and Curriculum Planning Consideration

Chapter 5: College Level Training: Curriculum and Cost Issues

5.1 Introduction

5.2 Characteristics of Training Colleges

5.3 Profile of college tutors

5.4 Curriculum resources in college

5.5 College teaching

5.6 Limiting conditions on curriculum delivery practices

5.7 Trainees' preparedness to teach

5.8 Teaching practice experiences

5.9 Qualitative insights into teaching practice

5.10 The cost of training a teacher

5.11 Summary

Chapter 6: Post-Training: Newly Qualified Teachers' Early Experiences, Practices and Reflections on Training

6.1 Introduction

6.2 Professional and community support for NQTs.

6.3 How committed are NQTs to a teaching career?

6.4 Preferred instructional strategies

6.5 College preparation for classroom practice

6.6 How NQTs relate to poor pupil performance

6.7 NQTs' evaluation of college training

6.8 Head teachers' views about NQTs' professional and personal attitudes to teaching

6.9 Strengths and weaknesses of NQTs

6.10 Summary

Chapter 7: Insights into the Effectiveness of Teacher Training

7.1 Introduction

7.2 Teacher training: what difference does it make?

7.3 Changes in becoming a teacher

7.4 Comparing trained teachers with the untrained

7.5 Summary

Chapter 8: Teacher Training and Future Teacher Demand

8.1 Introduction

8.2 Estimation of future demand of teachers in Ghana

8.3 Teacher demand: implications for the teacher training system

Chapter 9: The Way Forward

9.1 Introduction

9.2 Key emerging issues

9.3 Short to medium-term measures

Appendix 1: Differences Between Groups in Response Patterns by Statements

References