Abstract:
Social Studies, as a subject in the Junior High School (JHS) curriculum in Ghana, is
taught mostly by diploma teachers from the country’s 38 public Colleges of
Education and graduates from other tertiary institutions. An out-and-out analysis of
the Colleges of Education Social Studies curriculum vis-à-vis the JHS syllabus reveal
differences in how the subject is structured and organised to prepare teachers to go
and teach it at the JHS level. Thus, the aim of the study was to find out the
conceptions of final year teacher-trainees and their sense of efficacy in implementing
the Basic School Social Studies Curriculum in Ghana. A sequential mixed methods
design was used. Data from questionnaire was triangulated with interviews, focus
group discussion and classroom observation. Non-probability sampling methods
(purposive and convenience sampling techniques) were used to select the districts,
colleges and respondents for the study. The study revealed, among other things, that:
(a) final year teacher-trainees’ current knowledge base about Social Studies as a
problem solving was inadequate. Mentees lack teaching skills to impart Social
Studies as an issue-oriented subject; (b) discrepancies exist between the ideal
classroom activities mentees said they would exhibit and what they actually
demonstrated in their teaching. It is recommended that there must be a national
curriculum policy on Social Studies that all pathways to teaching of the subject
should undergo review according to specified national standards to meet the needs of
society.
Description:
A Thesis in the DEPARTMENT OF SOCIAL STUDIES,
FACULTY OF SOCIAL SCIENCES EDUCATION, Submitted to the
SCHOOL OF GRADUATE STUDIES,
UNIVERSITY OF EDUCATION, WINNEBA,
in Partial Fulfilment of the Requirements for Award of
DOCTOR OF PHILOSOPHY (SOCIAL STUDIES) DEGREE