Abstract:
Following the introduction of standards-based curriculum in Ghanaian Basic Schools,
there is dearth of knowledge in the areas of teachers’ experiences with the new
curriculum and how they are implementing the change. The purpose of this qualitative
research was to examine teachers’ experiences with developing the core competencies
in pupils. Descriptive Phenomenology was employed to interrogate this issue
effectively. Nineteen participants were purposively sampled from four schools in a
mid-Ghana peri-urban area. They participated through interviews and availed their
classrooms for observation for a period of two months. With the aid of a qualitative
data analysis software - Taguette, data generated was analysed using descriptive
phenomenological analytical framework. Emerging findings suggested that teachers
are developing core competencies of pupils through the adoption of emerging
pedagogies. Despite challenges with teacher competence, teaching materials and time,
few teachers are being innovative, but a further few are confused about the agenda of
change and are stuck in their conservative ways. However, majority of the teachers
were doing just enough of what they were expected, reverting to their old ways
whenever they faced challenges. Notwithstanding, it was concluded the teachers had
employed numerous pedagogical approaches and innovative strategies towards
developing the competencies. Recommendations are made for motivation for
innovative teachers, further training for all teachers, and effective supervision of
laggard teachers in order to achieve the goal of developing core-competencies in
learners.
Description:
A thesis in the Department of Educational Foundations,
Faculty of Educational Studies submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of philosophy
(Curriculum and Pedagogic Studies)
in the University of Education, Winneba
JANUARY, 2023