Teacher trainee preparation and the social studies curriculum of basic schools in Ghana

Abstract

This study was conducted in Akropong Presbyterian College of Education in the Eastern Region of Ghana. It investigated whether teacher trainees are well-prepared in Colleges of Education to teach Social Studies at the basic school level. A descriptive design using the mixed-methods sequential explanatory approach was employed for this study. Simple random and purposive sampling techniques were used to select 143 teacher trainees for the study. Questionnaire (Cronbach’s alpha = 0.73) and semi-structured interview guide were the instruments used to collect data. The data collected were analysed and presented in tables and figures as frequencies and percentages. The interview data was analysed qualitatively through thematic and content analysis which were reported in narratives. The findings revealed that teacher trainees were well-prepared and confident in teaching Social Studies at the basic school level. This is because they have sufficient repertoire of strategies for teaching Social Studies. However, they are likely to face challenges in teaching Social Studies in Ghanaian basic schools after training because of the conflict of teaching Social Studies as social science subject, lack of/inadequate teaching and learning materials, and large/overcrowded classes. There are also challenges associated with using instructional approaches such as cooperative learning, role play, simulation, inquiry, fieldtrip, group and independent projects during teaching. It was recommended that Social Studies lecturers in Colleges of Education and universities that train Social Studies educators for pre-tertiary institutions should prepare trainees in pedagogies that centre on integrated approach of teaching and learning. Again, they should prepare Social Studies educators in the use of learner-centred interactive methods such as group work or cooperative learning, demonstration, fieldtrip and project methods of teaching (instruction) and learning, and to encourage the use of educational technology, including computer-based programmes to teach the subject.