Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context

Abstract

This paper argues that while the Ghanaian government has made significant investments in specialized STEM schools, there has been insufficient focus on the professional learning of STEM teachers, which includes aspects of identity and decision-making. By understanding the intricate connection between teachers' characteristics and their learning processes, effective initiatives can be designed to support STEM teachers in the country and even beyond. Through multiple case studies, this research explores how STEM teachers' personal and socio-cultural particularities interact with their learning experiences and effectiveness in Ghana. The findings underscore the interconnected nature of STEM teachers' characteristics, their learning experiences, and their effectiveness within the Ghanaian educational landscape in the Ghanaian context. This symbiotic relationship suggests that the personal and socio-cultural factors that shape STEM teachers' learning significantly impact their professional growth and effectiveness in the classroom. This study provides insights into teaching practices, enabling the development of inclusive, context-appropriate pedagogical approaches that engage students and boost their interest and success in STEM subjects.