Pre-service Teacher Preparedness for Standards-Based Curriculum Implementation in Ghana: Perspectives from Mentors and Teacher Trainees

Abstract

Ghana has replaced the Objective-Based Curriculum with the Standards-Based Curriculum, which sets explicit standards for teachers’ application of knowledge into practice. In line with this, teacher training institutions have aligned their programs to these standards, but there is no systematic data on whether pre-service teachers are actually prepared to meet these standards, especially in Social Studies, which is a core subject geared towards citizenship education. This study therefore investigated the preparedness of pre-service Social Studies teachers in implementing the Standards-Based Social Studies Curriculum in Ghana (SBC). The study employed explanatory sequential mixed method design which used the outcomes of the qualitative data to clarify and explain the initial quantitative results. All the 206 final year pre-service teachers in the University of Cape Coast and University of Education, Winneba were included (census) in the study. However, 12 practising teachers who mentored these pre-service Social Studies teachers were purposively selected for in-depth interview (after data saturation). Both questionnaires and in-depth interviews were used to collect data. Whilst means and standard deviation were used to analyse and present the quantitative data, thematic and narrative analyses were employed for the qualitative data analysis. All ethical issues outlined by the University of Cape Coast were adhered to in this study. The study revealed that while pre-service teachers were adequately prepared in both content knowledge, pedagogical knowledge and pedagogical content knowledge, they had moderate level of knowledge in technological pedagogical content knowledge. They were also sceptical about their ability to translate their knowledge into practice in the real classroom situation. It was recommended that pre-service Social Studies teachers’ proficiency and competence in content knowledge, pedagogical knowledge and pedagogical content knowledge should be developed through continuous professional development programs whilst transiting into the real classrooms. Finally, mentors should be assigned to each of these teachers after successful induction for effective guidance and coaching services. This paper contributes to SBC implementation in Ghana by highlighting that while content and pedagogy preparation is moderate, the technology integration gap poses the biggest threat to achieving the goals of the SBC. By policy implication, addressing this gap requires coordinated policy action in teacher education, and resource provision. The Ghana Tertiary Education Commission and teacher training institutions should audit pre-service programs to ensure intentional, practice-based training in educational technology, not just theoretical ICT-based literacy.