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Teacher Education and Teacher Quality

Posted on March 26, 2017 by scen

0 INTRODUCTION

1 of the sectors which fosters national development is education by ensuring the introduction of a practical human resource. The establishment of strong educational constructions brings about a society filled by enlightened people, that can cause positive economical improvement and social transformation. A good social transformation and the associated economical growth are achieved as the people apply the relevant skills they discovered while we were holding in institution. The acquisition of learning these skills is facilitated by one person we all ‘teacher’. To get this reason, nations seeking economical and social advancements need not ignore professors and their role in national development. Kosova Universiteleri

Teachers are the major factor that drives stuedudents’ achievements in learning. The performance of teachers generally determines, not only, the quality of education, but the basic performance of the students they train. The educators themselves therefore need to get the best of education, so they can subsequently help train students in the best of ways. It truly is known, that the quality of teachers and quality teaching are a couple of the main factors that condition the learning and social and academic growth of students. Quality training will ensure, to a sizable extent, professors are of very high quality, to be able to be able to properly manage classes and facilitate learning. That is why teacher quality is still a subject of concern, even, in countries where students constantly obtain high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). In such countries, teacher education of prime importance due to potential it has to cause positive students’ successes.

The structure of tutor education keeps changing in just about all countries in response to the quest of producing teachers who understand the current needs of students or maybe the demand for teachers. The changes are attempts to ensure that quality teachers are produced and often just to ensure that classrooms are not free of educators. Inside the U. S i9000. A, how to promote high quality teachers has been an issue of contention and, for the past decade or so, has been motivated, quite simply, through the methods approved by the No Kid Left Behind Act (Accomplished California Teachers, 2015). Also in Japan and other Eastern countries where there are more teachers than needed, and structures have been instituted to ensure high quality teachers are produced and employed, issues relating to the instructor and teaching quality remain of concern (Ogawa, Fujii & Ikuo, 2013). Tutor education is therefore no joke anywhere. This article is in two parts. It first discusses Ghana’s teacher education system and the second part appears at some determinants of quality teaching.

2. zero TEACHER EDUCATION

Ghana has been making deliberate efforts to produce quality instructors for her basic institution classrooms. As Benneh (2006) indicated, Ghana’s aim of teacher education is to provide a complete instructor education program through the provision of initial educator training and in-service training programs, that will produce competent teachers, that will help increase the effectiveness of the teaching and learning that goes on in schools. The Initial tutor education program for Ghana’s basic school-teachers was offered in Colleges of Education (CoE) only, until quite recently when, University of Education, University of Gabardine Coast, Central University College or university and other tertiary corporations joined in. The most striking difference between the programs proposed by the other tertiary institution is that while the Universities show, examine and award accreditation to their students, the Colleges of Education offer tuition while the School of Cape Coast, through the Institute of Education, examines and award records. The training programs proposed by these institutions are efforts at providing many certified teachers to teach in the schools. The Domestic Accreditation Board accredits educator training programs in order to ensure quality.

The National Accreditation Board accredits teacher education programs established on the structure and content of the training proposed by the company. Hence, the courses run by various institutions vary in content and framework. For example, the course content for the Start of Education, University of Cape Coast is different from the course composition and content of the middle for Continue Education, University of Cape Coastline and none of these two programs matches that of the CoEs, though they all award Diploma or degree in Basic Education (DBE) after three years of training. The DBE and the Four-year Untrained Teacher’s Diploma in Basic Education (UTDBE) programs run by the CoEs are only similar, but not the same. The same can be said of the Two-year Post-Diploma in Fundamental Education, Four-year Bachelor’s level programs run by the University of Cape Shoreline, the University of Education, Winneba and the other Universities and University Educational institutions. In effect even though, same products attract same clients, the preparation of the products are done in several ways.

It is through these many programs that teachers have decided for the basic schools – from nursery to mature high schools. Alternative paths, or programs through which teachers are prepared are seen to do well in situations where there are shortages of educators and more teachers really should to be trained within a very short time. A typical example is the UTDBE program, mentioned previously, which design to render non-professional teachers with professional skills. But this make an effort to produce more teachers, because of shortage of professors, gets the tendency of including quality.

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