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Lehrende: Prof. Dr. Telse Annegret Iwers
Veranstaltungsart:
Seminar
Anzeige im Stundenplan:
EW Sem PTI MA
Semesterwochenstunden:
2
Unterrichtssprache:
Englisch
Min. | Max. Teilnehmerzahl:
- | 30
Anmeldegruppe: Seminar: PT Master
Weitere Informationen:
Teacher education in Ghana started when western education was introduced in the form of ‘Castle schools’ by the Portuguese, the first Europeans to visit Ghana in 1471. At the initial stages of educational development, teaching in the schools in Ghana, as in other parts of West Africa, was modelled on the well-known monitorial systems of Joseph Lancaster and Andrew Bell (Hilliard 1957) which were popular in Britain and Canada at the beginning of the 19th century. In this system, the scarcity of trained teachers was somewhat short-circuited. This course is tailored to expose students to the historical foundations of teacher education in Ghana, the changes, and the current state which has been influenced by colonialism, post colonialism and neo-colonialism. Students will learn about the structure, the levels of education, the school system, and the synopsis of the new teacher education curriculum. Students will also engage in a comparative analysis and discussion on the national teacher standards and national teacher assessment policy in Ghana.
Kommentare/ Inhalte:
1. The beginning of teacher education in Ghana
a) Historical foundation of teacher education in Ghana
b) The structure and purpose
c) Criticisms of teacher education in Ghana
2. The Changes (Transition)
a) Historical foundations of the changes (transition)
b) Levels of education within the transition
c) Criticisms and challenges of the changes
3. The current state
a) Why the change to the current state
b) Levels of education system within the current state
c) The current state of teacher education in Ghana
d) The national teacher standards
e) The structure of teacher education
f) National teacher education assessment policy
Lernziel:
At the end of the course students will be able to:
1. Understand and appreciate the historical foundations of teacher education in Ghana.
2. Compare, analyse and discuss the national teacher standards and national teacher assessment policy in Ghana and Hamburg
3. Understand and demonstrate knowledge in how the school system works in Ghana
4. Reflect on their experiences during their training in relation how teachers are trained in Ghana
Vorgehen:
Lecture format, group and individual presentation, brain storming, group and individual stimulation, and problem-solving activities
Literatur:
Akyeampong A.K. & Lewin K. (2002). From student teachers to newly qualified teachers in Ghana: insights into becoming a teacher. International Journal of Educational Development, 22: 339-352.
Akyeampong A.K. (2003). Teacher training in Ghana: does it count? London, DFID Anti P. B. (2010) An assessment of the out programme of teacher training colleges of Eastern Region.
Asare, K.B. & Nti S.K. (2014) ‘Teacher Education in Ghana: A Contemporary Synopsis and Matters Arising’, SAGE Open pp. 1– 8. Bilash, O. (2009). Improve your classroom practice through action research: Become a researcher of your own instruction.
http://digital.lib.msu.edu/projects/africanjournals/
National Teaching Council (NTC) (2016) National Teachers’ Standards for Ghana: guidelines. Accra: National Teaching Council.
Zusätzliche Hinweise zu Prüfungen:
Term Paper
Each student will submit at the end of this course a term paper in English or German. The paper will compare the similarities and differences in structure of teacher education in Ghana and Hamburg. Students are encouraged to critic the national teacher standard and the national teacher education assessment policy in Ghana viz a viz Hamburg.
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