Support Teaching in Schools: Perceptions of Teacher Trainees

Emmanuel Appiah Dankwah Emmanuel Appiah Dankwah,Isaac Atuobi Nyarko Isaac Atuobi Nyarko,Daniel Darkwa Mensah Daniel Darkwa Mensah

doi:10.37256/ser.222021581

Emmanuel Appiah Dankwah Emmanuel Appiah Dankwah, Isaac Atuobi Nyarko Isaac Atuobi Nyarko + Show 1 more

Open Access

https://doi.org/10.37256/ser.222021581

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Abstract

Support Teaching in Schools (STS) is a vital element in any teacher education programme. It is considered the most fundamental way in helping teacher trainees to become effective implementers of the school curriculum. This study sought to ascertain the perception of teacher trainees on the benefits and challenges of the STS program in Akrokerri College of Education. This study used a hybrid research technique to find out about the perception of teacher trainees towards STS. The study data were collected through online questionnaires, and then descriptive statistics and content analysis approach were used to analyze research questions. The main objective of the paper was to examine teacher trainees perception concerning STS; to find out whether the opinion of teacher trainees on STS differ with regards to gender; to ascertain the benefits and of STS to the teacher trainees; and to identify specific challenges of STS during COVID 19 pandemic. In all 235 teacher trainees responded, findings from the study proved that teacher trainees perceived support teaching in school (STS) as beneficial, as it has helped them connect college base training to practical skills and knowledge of the teaching profession. Time wasting due to single bus for conveying students to practice schools; lack of proper orientation; the inability of some link tutors to visit schools; insufficient teaching and learning resources were some of the challenges encountered by teacher trainees. Other challenges emanating from STS as a result of the COVID 19 pandemic were lack of orientation on online STS, poor internet connectivity, inadequate time and the artificial nature of STS.

Highlights

The pursuit by the people of a particular country for the government to fix the problems of the nation depends on a complete overhaul of its human capacity and this can be achieved through the education of its citizenry
Mean rating was compared with the theoretical mean rating of 3 (1 + 2 + 3 + 4 + 5 = 15/5) to determine whether respondents agree with the statement on benefits and challenges of Support Teaching in Schools (STS)
The purpose of this research was to ascertain the perception of teacher trainees on the benefits and challenges of the STS program

Summary

Introduction

The pursuit by the people of a particular country for the government to fix the problems of the nation depends on a complete overhaul of its human capacity and this can be achieved through the education of its citizenry. Ed.) degree program faced out the Diploma in Basic Education (DBE) introduced in 2004 in Colleges of Education in Ghana. Ed. degree curriculum is to transform initial teacher education and secure the training of highly qualified, motivated new teachers who are able to inspire their learners to achieve better outcomes. Ed. program introduced in the colleges of education in Ghana, aims at preparing new teachers who are effective, engaging, and fully prepared to teach the basic curriculum and to improve the learning outcomes and life chances of all learners they teach as set out in the National Teacher’s Standards (NTS). The STS programme is to help teacher trainees apply and develop skills, knowledge and understanding acquired in their college-based training in schools with the support of mentors and link tutors

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