Teacher Education and Teacher Quality


One of the areas which encourages national improvement is instruction by guaranteeing the advancement of a useful human asset. The establishment of solid instructive structures prompts a general public populated by edified individuals, who can cause positive financial advancement and social change. A Positive social change and its related monetary development are accomplished as the general population apply the abilities they learned while they were in school. The obtaining of these abilities is encouraged by one individual we as a whole ‘instructor’. Therefore, countries looking for monetary and social advancements need not disregard instructors and their job in national improvement. 2019 waec runs

Instructors are the main consideration that drives understudies’ accomplishments in learning. The execution of instructors for the most part decides, the nature of instruction, yet the general execution of the understudies they train. The instructors themselves along these lines should outdo instruction, so they can thusly help train understudies in the best of ways. It is known, that the nature of educators and quality instructing are the absolute most imperative factors that shape the learning and social and scholastic development of understudies. Quality preparing will guarantee, to a huge degree, educators are of high caliber, to almost certainly appropriately oversee classrooms and encourage learning. That is the reason educator quality is as yet a matter of concern, even, in nations where understudies reliably get high scores in global tests, for example, Trends in Mathematics and Science Study (TIMSS). In such nations, instructor training of prime significance due to the potential it needs to cause positive understudies’ accomplishments.

The structure of instructor training continues changing in practically all nations because of the mission of creating educators who comprehend the present needs of understudies or simply the interest for instructors. The progressions are endeavors to guarantee that quality educators are delivered and in some cases just to guarantee that classrooms are not free of instructors. In the U.S.A, how to advance great instructors has been an issue of dispute and, for as long as decade or something like that, has been persuaded, essentially, through the strategies endorsed by the No Child Left Behind Act (Accomplished California Teachers, 2015). Indeed, even in Japan and other Eastern nations where there are a larger number of educators than required, and structures have been initiated to guarantee great instructors are created and utilized, issues identifying with the educator and encouraging quality are still of concern (Ogawa, Fujii and Ikuo, 2013). Educator instruction is in this manner no joke anyplace. This article is in two sections. It initially examines Ghana’s instructor training framework and in the second part takes a gander at certain determinants of value educating.


Ghana has been making intentional endeavors to create quality instructors for her fundamental school classrooms. As Benneh (2006) demonstrated, Ghana’s point of instructor instruction is to give a total educator training program through the arrangement of starting educator preparing and in-administration preparing programs, that will deliver skillful educators, who will help improve the viability of the educating and discovering that goes on in schools. The Initial educator instruction program for Ghana’s essential teachers was offered in Colleges of Education (CoE) just, until as of late when, University of Education, University of Cape Coast, Central University College and other tertiary establishments participate. The most striking distinction between the projects offered by the other tertiary organization is that while the Universities instruct, look at and grant authentications to their understudies, the Colleges of Education offer educational cost while the University of Cape Coast, through the Institute of Education, analyzes and grant testaments. The preparation programs offered by these establishments are endeavors at giving many qualified educators to instruct in the schools. The National Accreditation Board authorizes educator preparing programs so as to guarantee quality.

The National Accreditation Board authorizes educator instruction programs dependent on the structure and substance of the courses proposed by the organization. Consequently, the courses kept running by different organizations contrast in substance and structure. For instance, the course content for the Institute of Education, University of Cape Coast is marginally not quite the same as the course structure and substance of the Center for Continue Education, University of Cape Coast and none of these two projects coordinates that of the CoEs, however they all honor Diploma in Basic Education (DBE) following three years of preparing. The DBE and the Four-year Untrained Teacher’s Diploma in Basic Education (UTDBE) programs kept running by the CoEs are just comparative, yet not the equivalent. The equivalent can be said of the Two-year Post-Diploma in Basic Education, Four-year Bachelor’s qualification programs kept running by the University of Cape Coast, the University of Education, Winneba and alternate Universities and University Colleges. As a result despite the fact that, same items pull in same customers, the arrangement of the items are done in various ways.

It is through these numerous projects that educators are set up for the essential schools – from nursery to senior secondary schools. Elective pathways, or projects through which educators are readied are believed to be great in circumstances where there are deficiencies of instructors and more instructors should be prepared inside a brief span. An average precedent is the UTDBE program, referenced above, which configuration to furnish non-proficient instructors with expert abilities. In any case, this endeavor to deliver more educators, as a result of lack of instructors, has the propensity of involving quality.

As confirmed by Xiaoxia, Heeju, Nicci and Stone (2010) the components that add to the issues of instructor training and instructor maintenance are differed and complex, yet one factor that educator instructors are worried about is the option pathways through which instructor instruction happen. The prime point of a significant number of the pathways is to quick track educators into the instructing calling. This scammed the vital instructor readiness that forthcoming educators need before getting to be classroom instructors. The individuals who support elective courses, similar to Teach for America (TFA), as indicated by Xiaoxia, Heeju, Nicci and Stone (2010) have guarded their option pathways by saying that despite the fact that the understudies are occupied with a brief time of pre-administration preparing, the understudies are scholastically splendid thus have the ability to gain proficiency with a great deal in a brief period. Others contend that in subjects like English, Science and arithmetic where there are generally deficiencies of instructors, there must be an intentional opening up of option pathways to great hopefuls who had done English, Mathematics and Science courses at the undergrad level. None of these contentions in help of option pathways, hold for the elective educator instruction programs in Ghana, where the scholastically splendid understudies disregard instructing because of reasons I will come to.

At the point when the objective is simply to fill empty classrooms, issues of value instructor readiness is consigned to the foundation, by one way or another. Comfortable choice stage, the option pathways facilitate the prerequisite for picking up section into educator training programs. At the point when, for instance, the second group of UTDBE understudies were conceded, I can say with certainty that passage necessities into the CoEs were not clung to. What was underlined was that, the candidate must be a non-proficient essential teacher who has been locked in by the Ghana Education Service, and that the candidate holds a testament above Basic Education Certificate Examination. The evaluations got did not make a difference. On the off chance that this pathway had not been made, the CoEs would not have prepared understudies who at first did not fit the bill to take a crack at the customary DBE program. In any case, it leaves in its trail the weakening impact traded off quality.

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