INTRODUCTION TO TEACHER EDUCATION AND QUALITY
Education system

INTRODUCTION TO TEACHER EDUCATION AND QUALITY

INTRODUCTION TO TEACHER EDUCATION AND QUALITY

Education is one of the areas that contribute to national development by ensuring the development of a functional human resource. The establishment of strong educational frameworks results in a society populated by educated individuals capable of driving constructive economic and social change. People employ the abilities they learned in school to produce positive social transformation and economic progress. The acquisition of these talents is aid one person whom we all refer to as a “teacher.” 

Countries seeking economic and social progress must not overlook teachers and their contributions to national development.

Teachers are the most important influence on kids’ academic success. However, Teachers’ performance affects not only the quality of education but also the overall performance of the pupils they teach. Teachers should consequently receive the finest possible education so that they can assist pupils in receiving the best possible training. It is well known the quality of teachers and the quality of their instruction. The critical aspects influence students’ learning and social and intellectual development. Quality training will, to a significant extent, ensure that teachers are of extremely high quality. Allowing them to effectively manage classes and encourage learning.

TEACHER EDUCATION

Ghana has made a concerted effort to train qualified teachers for its primary school classes. Ghana’s goal for teacher education, according to Benneh (2006), is to provide a comprehensive teacher education program, including initial teacher training and in-service training programs, that will produce competent teachers who will help improve the effectiveness of teaching and learning in schools. Until recently, the initial teacher education program for Ghana’s primary school teachers was exclusively available through Colleges of Education (CoE), until the University of Education, University of Cape Coast, Central University College, and other higher institutions joined in. The most notable distinction between the programs offered by other post-secondary institutions is that, whereas Universities teach and examine, other tertiary institutions do not.

Teacher education programs are accredited by the National Accreditation Board based on the structure and content of the courses offered by the school. As a result, the content and organization of the courses offered by various institutions differ. The Institute of Education at the University of Cape Coast, for example, has slightly different course content than the Center for Continued Education at the University of Cape Coast, and none of these two programs are identical to the CoEs, even though they all award a Diploma in Basic Education (DBE) after three years of training. The DBE and the CoEs’ four-year Untrained Teacher’s Diploma in Basic Education (UTDBE) curricula are similar but not identical. The same may be said about the two-year Post-Diploma in Business Administration.

TEACHER QUALITY DETERMINANTS

The quality of a teacher has a huge impact on a student’s ability to learn. Anyone who has worked in education can attest to the importance of teacher quality in educational reform attempts. Teacher quality, according to Priagula, Agam, and Solmon (2007), is an important in-school component that has a considerable impact on students’ learning. Students’ academic progress influences by good teachers. Students who have qualified and competent teachers experience increases in their learning, whereas those who have ineffective teachers see declines. Instructor quality, in terms of the classroom teacher, is a continual process of self-assessment in order to have professional development and self-renewal in order to improve teaching. However, A good subject-matter teacher, according to the teacher educator, has good subject-matter knowledge.

KNOWLEDGE OF PEDAGOGICAL CONTENT

Every profession’s trainees receive some form of instruction to help them understand and prepare for the task ahead. Pedagogical Content Knowledge, or Pedagogical Knowledge, is the knowledge of the instructor. Pedagogical Subject Knowledge is the knowledge that teachers use to organize classrooms, convey content that students must demonstrate mastery of, and manage the pupils committed to their care. In general, pedagogical knowledge refers to the knowledge that teachers employ to help pupils learn. However, Instructors’ knowledge of students’ preconceptions and teachers’ knowledge of teaching strategies are two important types of pedagogical content knowledge.

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