Assessing science tutors’ knowledge and use of pedagogies in the new B.ed curriculum for colleges of education in Ghana

Abstract

The study examined science tutors‘ knowledge and use of the pedagogies in the new B.Ed. Curriculum for Colleges of Education in Ghana, with particular reference to Science Colleges of Education in Northern Region. This was done to determine science tutors‘ knowledge level of the recommended pedagogies, the extent to which they use the recommended pedagogies, and factors that affect their use of the recommended pedagogies in the new B.Ed. Curriculum in their classrooms. The case study design was adopted for study where quantitative and qualitative data collection instruments such as questionnaires, interview and observation were used to collect data for analysis. The purposive and convenient sampling techniques were used. A sample of 25 participants made of 23 males and 2 females was used for the study. The SPSS and the Microsoft Excel 2007 were the statistical packages used to analyse the data for the study. The data was also analysed using descriptive statistics and percentages. The study revealed that, the tutors‘ knowledge on the recommended pedagogies in the new B.Ed. Curriculum was adequate. The tutors were also able to use recommended pedagogies in the new B.Ed. Curriculum to a moderate extent in science teaching at the E. P. College of Education, Bimbilla and Tamale College of Education. Besides motivation, inadequate teaching resources such as projectors, laboratory equipment, regents, furniture and space were identified as key factors that affect science tutors use of the recommended pedagogies. It was recommended that the appraisal instruments for science tutors by the Quality Assurance Units of the Colleges of Education should include extensive information on the usage of the recommended pedagogies by tutors. It was also recommended to the College Management/leadership to ensure that critical resources are provided adequately and on time to enhance the science tutors‘ effective use of the recommended pedagogies. Also, the assessment strategies used by the Colleges of Education, especially the end of semester examination, should be aligned with the recommended pedagogies that tutors use in their classroom teaching. In order to motivate science tutors to commit themselves more to the use of the recommended pedagogies in the classroom, it was recommended that, innovative strategies such as awarding tutors who use pedagogies in the new B.Ed. Curriculum frequently and effectively be set up in the Colleges