Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education

Resource type
Journal Article
Author/contributor
Title
Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education
Abstract
The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive.
Publication
International journal of Research and Scientific Innovation
Volume
6
Issue
7
Date
2019
Language
en
Library Catalog
Zotero
Citation
Coffie, I. S. (2019). Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education. International Journal of Research and Scientific Innovation, 6(7).