Challenges faced in the implementation of the in - in - out programme in teacher training colleges in Ashanti region
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University of Cape Coast
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ix,79p.: ill.
Teacher education system in Ghana has seen a number of changes as times go by. This study looked at the challenges faced by the present teacher education programme which focuses on basic education. Two teacher training colleges in the Ashanti Region - Saint Louis Training and Wesley Colleges were selected for the study. The descriptive cross-sectional survey research design was employed for this study. One hundred and twenty teacher trainees were originally sampled for the study but 112 responded by returning questionnaires given to them. Teacher trainee respondents were selected randomly; whilst headteachers and opinion leaders selected purposefully. Questionnaire and interview guides were used for data collection and data analysed by computer software - the Statistical Package for the Social Sciences (SPSS). The results were presented using frequency tables and percentages. The major finding of the study was that the general perception of respondents about the In- In-Out Programme was positive with few of them dissenting due to the challenges that are associated with it. There were challenges of adequate social, financial and time constraints. Also, there was a need for seminars and workshops for practising teachers and guidance and counselling services for teacher trainees. Additionally, teacher trainees had to combine the performance of many tasks at the same time. It was therefore concluded that the programme is a worthwhile educational policy and the benefits are far-reaching. Consequently, appropriate recommendations were made to educational authorities for remedies. It was recommended that beneficiary communities should be educated on the benefits of the programme and need to assist to make it a success.
Teacher education system in Ghana has seen a number of changes as times go by. This study looked at the challenges faced by the present teacher education programme which focuses on basic education. Two teacher training colleges in the Ashanti Region - Saint Louis Training and Wesley Colleges were selected for the study. The descriptive cross-sectional survey research design was employed for this study. One hundred and twenty teacher trainees were originally sampled for the study but 112 responded by returning questionnaires given to them. Teacher trainee respondents were selected randomly; whilst headteachers and opinion leaders selected purposefully. Questionnaire and interview guides were used for data collection and data analysed by computer software - the Statistical Package for the Social Sciences (SPSS). The results were presented using frequency tables and percentages. The major finding of the study was that the general perception of respondents about the In- In-Out Programme was positive with few of them dissenting due to the challenges that are associated with it. There were challenges of adequate social, financial and time constraints. Also, there was a need for seminars and workshops for practising teachers and guidance and counselling services for teacher trainees. Additionally, teacher trainees had to combine the performance of many tasks at the same time. It was therefore concluded that the programme is a worthwhile educational policy and the benefits are far-reaching. Consequently, appropriate recommendations were made to educational authorities for remedies. It was recommended that beneficiary communities should be educated on the benefits of the programme and need to assist to make it a success.
Keywords
Teacher education, In- In-Out Programme-challenges, Accommodation in colleges