ANALYSIS OF PRE-SERVICE TEACHER EDUCATION MANAGEMENT IN IMPROVING TEACHER QUALITY IN GHANA

Richard Lionel Gorni, - (2024) ANALYSIS OF PRE-SERVICE TEACHER EDUCATION MANAGEMENT IN IMPROVING TEACHER QUALITY IN GHANA. S3 thesis, Universitas Pendidikan Indonesia.

Abstract

This thesis presented a comprehensive analysis of the management of Preservice Teacher Education (PSTE) in Ghana, with a focus on planning, implementation, quality assurance, and quality control. The study aimed to investigate the policies, practices, and challenges within Ghana's PSTE programs, identifying areas for improvement. Employing a mixed-methods approach, data were collected through policy documents, program evaluations, interviews with stakeholders, and surveys. The theoretical foundation was grounded in system theory, human capital theory, and total quality management theory to highlight the importance of effective teacher education for national development. Document analysis identified key components of Ghana’s PSTE planning process, including needs assessments, stakeholder involvement, curriculum development, instructional strategies, and field experiences. The findings revealed strengths in policy frameworks and curriculum guidelines, but also highlighted challenges such as resource constraints, inconsistencies in program delivery, and gaps in policy implementation. Critical areas needing improvement included stakeholder engagement, resource allocation, curriculum coherence, assessment practices, and faculty development. The study concluded that while Ghana’s Preservice Teacher Education (PSTE) programs are supported by strong policy frameworks, their effectiveness is hindered by implementation challenges and resource limitations. Key areas needing improvement include more thorough needs assessments, stronger collaboration with stakeholders, optimized resource allocation, standardized assessment practices, and enhanced professional development opportunities. Recommendations were offered to address these gaps, emphasizing enhanced needs assessments, stronger stakeholder collaboration, optimized resource allocation, standardized assessment practices, and improved professional development opportunities. These findings have implications for policymakers and stakeholders aiming to enhance the quality of teacher preparation improving PSTE management, ultimately contributing to a more competent and skilled teaching workforce for national educational progress.

	Text D_ADPEN_2213521_Title.pdf Download (779kB)
	Text D_ADPEN_2213521_Chapter1.pdf Download (368kB)
	Text D_ADPEN_2213521_Chapter2.pdf Restricted to Staf Perpustakaan Download (411kB)
	Text D_ADPEN_2213521_Chapter3.pdf Download (745kB)
	Text D_ADPEN_2213521_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text D_ADPEN_2213521_Chapter5.pdf Download (235kB)
	Text D_ADPEN_2213521_Appendix.pdf Restricted to Staf Perpustakaan Download (415kB)

Item Type:	Thesis (S3)
Additional Information:	ID SINTA Dosen Pembimbing: UDIN SYAEFUDIN SAUD: 6134774 JOHAR PERMANA: 5991886 DJAM'AN SATORI: 5991840
Uncontrolled Keywords:	Preservice Teacher Education (PSTE), Management, Quality Assurance, Educational Policy, Teacher Development
Subjects:	D History General and Old World > DT Africa L Education > L Education (General) L Education > LB Theory and practice of education
Divisions:	Fakultas Ilmu Pendidikan > Administrasi Pendidikan-S3
Depositing User:	Muhammad Haidar
Date Deposited:	30 Oct 2024 01:33
Last Modified:	30 Oct 2024 01:33
URI:	http://repository.upi.edu/id/eprint/128262

Actions (login required)

View Item