Abstract
Ghana has experienced a number of education reforms in the post-independence era and the study aimed at examining Ghana’s attempt at finding an effective teacher, in relation to sustainable education, through teacher education reforms. Qualitative approaches, such as documents analysis and interviews with 10 experienced college educators, were the methodology for the research. After constant comparison, students’ quality and entry requirements, changes in curriculum, and role of development partners in education reforms affected quality of teacher education. However, cultural context, support systems, and educator professional development are means of achieving sustainable basic education. Ghana should, therefore, have teacher education policy for a reasonable period of time, uninfluenced by change in political power and ideologies, but tailored to socio-cultural and economic needs of the people; preparing motivated-teachers to accept the profession as a chosen-career.
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