Exploration of the implementation of the supported teaching in school programme in colleges of education

Abstract

This study explored the implementation of the Supported Teaching in Schools (STS) Programme in Ghana’s Colleges of Education, examining its alignment with national teacher education reforms and its effectiveness in bridging theoretical training with classroom practice. Framed by Kolb’s Experiential Learning Theory and the Competency-Based Approach, the research employed an explanatory sequential mixedmethods design to assess the interplay of mentorship, resource availability, and institutional support in shaping trainees’ professional development. Findings revealed that the STS Programme fostered critical pedagogical competencies, such as reflective teaching and lesson planning. However, systemic challenges emerged, including time allocation constraints that disrupted programme coherence, trainees’ struggles in conducting action research and writing reflective portfolios, and limited preparedness to support learners with disabilities. Mentors faced heavy workloads and inadequate incentives, impacting their capacity to model inclusive practices. While hands-on school experiences enhanced trainees’ confidence, gaps in academic writing skills and specialised training for diverse learners persisted, reflecting broader curricular and logistical shortcomings. The study underscores the need for structural reforms to address time management inefficiencies, integrate research literacy modules, and prioritise inclusive education training. Recommendations include revising STS schedules to balance theory-practice integration, institutionalising mentorship support for academic writing, and embedding disability-responsive pedagogies into the curriculum. By situating these insights within Ghana’s teacher education landscape, this research advocates for policies that harmonise programme design with trainees’ holistic development, ensuring equitable preparation for 21st-century classrooms. Keywords: Supported Teaching in Schools (STS), Teacher Education, Inclusive Pedagogy, Experiential Learning, Action Research, Ghana.