Abstract:
The study assessed College of Education (CoE) tutors’ curriculum knowledge,
classroom practices and impediments affecting the implementation of the new 4-year
B.Ed. curriculum. The study was situated within four curriculum implementation
models; fidelity model, overcoming resistance to change model (ORC), leadershipobstacle
course model (LOC) and rand change agent model (RCA). The study followed
explanatory sequential mixed-method design. 60 tutors (51 males and nine females) in
public CoE participated in the quantitative phase of the study. Eight tutors (six males
and two females) were purposefully selected for the qualitative phase of the study.
Questionnaire, semi-structured interview and an observation checklist were used to
collect data. The questionnaire was used to collect quantitative data and used to assess
tutors’ curriculum knowledge, classroom practices and also determine curriculum
implementation impediments while a classroom observation checklist and interview
guide were used to collect qualitative data and used assess classroom practices and
impediments respectively. Quantitative were analyzed using descriptive statistics with
the help of SPSS version 20 whereas the qualitative data was analyzed thematically.
The study revealed that tutors have significant knowledge on the new 4-year B.Ed
curriculum. Tutors’ classroom practices largely concurred with the tenets of the new 4-
year B.Ed. curriculum. Also, impediments affecting tutors in the implementation of the
new 4-year B.Ed. curriculum include; inadequate teaching and learning resources and
facilities such as teaching and learning materials, projectors, and internet access.
Additionally, overloaded content to be covered within a short time frame and poor
conditions of service were other impediments. Implications in relation to the success or
failure of the new B.Ed. programm were made. The study made the following
recommendations:
(i) The government through Ministry of Education should ensure that basic
necessities such as school facilities, and teaching and learning materials are
provided to all colleges for effective learning and implementation of the
curriculum.
(ii) Colleges can have institutional initiatives to supplement government efforts
in supplying shortage of teaching and learning materials, hiring part time
teachers and financial initiatives to sustain themselves.
(iii) College should engage corporate organizations and alumni association to
help in supplying the shortage of college necessities.
(iv) College tutors should adequately remunerated and incentivized so that they
are motivated to give off their best
Description:
A thesis in the Department of Science Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
NOVEMBER, 2022