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Preparing Globally Competent Teachers: A Paradigm Shift for Teacher Education in Ghana
Education Research International Pub Date : 2020-09-22 , DOI: 10.1155/2020/8841653
John Kwasi Annan 1
Affiliation  

It is well known that quality and positive school outcomes are determined by teacher competence, sensitivity, and motivation which are summed as teacher quality. The role teachers play in shaping society requires that training of same must be of utmost priority of governments. With reference to the relevance of archival materials, the study relied mostly on observation and secondary sources of data with content analysis on training of teachers in Ghana. This study identified various elements that contribute to the quality of teachers which ultimately increases the quality of education. These included quality assurance of teacher education, initial training of teachers, deployment processes, professional growth, compensation, and regulatory bodies that ensure standards and compliance. The article also found out that low investments in teacher education, allowing nonprofessional graduates to teach, poor living, and working condition are deterrent to teachers from accepting postings to rural and deprived areas; lack of regular and consistent training for professional development and poor motivation packages for teachers are some of the reasons for poor quality in the education delivery at the basic school level. The study then advocates that teachers must be trained strictly by educational institutions only, aptitude test must be used to recruit teachers, intensify curricula reform to address critical thinking skills in teachers, institute regular development training for teachers, and motivate teachers who accept postings to rural areas.

中文翻译:

准备具有全球能力的教师:加纳教师教育的范式转变

众所周知,质量和良好的学校成绩是由教师的能力,敏感度和动机决定的,这些总和等于教师的素质。教师在塑造社会中所扮演的角色要求对政府的培训必须是政府的最高优先事项。关于档案材料的相关性,该研究主要依靠观察和辅助数据来源,并对加纳的教师培训进行内容分析。这项研究确定了有助于提高教师素质并最终提高教育质量的各种因素。其中包括对教师教育的质量保证,对教师的初始培训,部署过程,专业发展,薪酬以及确保标准和遵从性的监管机构。文章还发现,对教师教育的低投入,使非专业毕业生可以教书,生活条件差和工作条件差,阻碍了教师接受农村和贫困地区的职位。缺乏针对专业发展的定期和持续的培训,以及缺乏针对教师的激励措施,这是导致基础学校教育质量低下的一些原因。然后,该研究主张,必须仅由教育机构严格培训教师,必须使用才能测验来招募教师,加强课程改革以解决教师的批判性思维技能,对教师进行定期发展培训,并激励接受农村职位的教师地区。工作条件阻碍了教师接受农村和贫困地区的职位;缺乏针对专业发展的定期和持续的培训,以及缺乏针对教师的激励措施,这是导致基础学校教育质量低下的一些原因。然后,该研究主张,必须仅由教育机构严格培训教师,必须使用才能测验来招募教师,加强课程改革以解决教师的批判性思维技能,对教师进行定期发展培训,并激励接受农村职位的教师地区。工作条件阻碍了教师接受农村和贫困地区的职位;缺乏针对专业发展的定期和持续的培训,以及缺乏针对教师的激励措施,这是导致基础学校教育质量低下的一些原因。然后,该研究主张,必须仅由教育机构严格培训教师,必须使用才能测验来招募教师,加强课程改革以解决教师的批判性思维技能,对教师进行定期发展培训,并激励接受农村职位的教师地区。缺乏针对专业发展的定期和持续的培训,以及缺乏针对教师的激励措施,这是导致基础学校教育质量低下的一些原因。然后,该研究主张,必须仅由教育机构严格培训教师,必须使用才能测验来招募教师,加强课程改革以解决教师的批判性思维技能,对教师进行定期发展培训,并激励接受农村职位的教师地区。缺乏针对专业发展的定期和持续的培训,以及缺乏针对教师的激励措施,这是导致基础学校教育质量低下的一些原因。然后,该研究主张,必须仅由教育机构严格培训教师,必须使用才能测验来招募教师,加强课程改革以解决教师的批判性思维技能,对教师进行定期发展培训,并激励接受农村职位的教师地区。
更新日期:2020-09-22
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