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Strengthening Teacher Training and Development in Ghana: Transforming Education for National Progress

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Bibliographic Details
Title: Strengthening Teacher Training and Development in Ghana: Transforming Education for National Progress
Language: English
Authors: Evans Amevor
Source: Online Submission. 2025.
Peer Reviewed: N
Page Count: 16
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Faculty Development, Teacher Education Programs, Educational Improvement, Educational History, Educational Resources, Barriers, Educational Quality, Educational Policy, Policy Analysis, Educational Change, Professionalism, Evidence Based Practice, Licensing Examinations (Professions), Teacher Qualifications, Academic Standards, Teacher Role, Faculty Mobility, Incentives, Partnerships in Education, Elementary Secondary Education, Teacher Recruitment, Futures (of Society), Networks, Stakeholders, Well Being, Teacher Shortage, Outcomes of Education
Geographic Terms: Ghana
Abstract: Teacher education in Ghana has undergone significant transformations over the years, with the introduction of policies aimed at improving professional standards and educational outcomes. This article critically examines the evolving landscape of teacher education in Ghana, focusing on key policy interventions such as the teacher licensure regime and the Common Core Program (CCP). It explores the historical context, challenges, and the role of cross-sector collaborations, particularly the contribution of the Colleges of Education Teachers Association of Ghana (CETAG) and other stakeholders. The study identifies persistent challenges, including resource constraints, disparities in training quality, and the need for continuous professional development. Additionally, it proposes practical and sustainable solutions to enhance the effectiveness of teacher education in the country. By analyzing current policies and projecting their impact over the next decade, this article provides evidence-based recommendations for shaping a more resilient and responsive teacher education system in Ghana. The findings contribute to ongoing discourse on educational reforms and serve as a valuable resource for policymakers, educators, and researchers committed to strengthening teacher preparation and professionalization.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED671779
Database: ERIC
Description
Abstract:Teacher education in Ghana has undergone significant transformations over the years, with the introduction of policies aimed at improving professional standards and educational outcomes. This article critically examines the evolving landscape of teacher education in Ghana, focusing on key policy interventions such as the teacher licensure regime and the Common Core Program (CCP). It explores the historical context, challenges, and the role of cross-sector collaborations, particularly the contribution of the Colleges of Education Teachers Association of Ghana (CETAG) and other stakeholders. The study identifies persistent challenges, including resource constraints, disparities in training quality, and the need for continuous professional development. Additionally, it proposes practical and sustainable solutions to enhance the effectiveness of teacher education in the country. By analyzing current policies and projecting their impact over the next decade, this article provides evidence-based recommendations for shaping a more resilient and responsive teacher education system in Ghana. The findings contribute to ongoing discourse on educational reforms and serve as a valuable resource for policymakers, educators, and researchers committed to strengthening teacher preparation and professionalization.