valuation of in - service training for teachers in some selected teacher training colleges in the Ashanti and Brong Ahafo regions of Ghana
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University of Cape Coast
Abstract
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x, 90p.ill
As a result of increasing knowledge about how teaching and learning occur, new techniques are constantly emerging of which the classroom teacher must be aware. His or her methods will remain static and ineffective if he or she is not exposed to new ideas through in-service training. The study was to evaluate in-service training (INSET) organized for training college teachers based on some factors like content, time duration, motivation, finance and instructional methods that affect the organization of INSET. Data were collected using questionnaires and interviews. A total of 120 respondents were selected through purposive and random sampling. The respondents included 78 males and 22 female teachers from training colleges and 20 training personnel from both Ashanti and Brong Ahafo regions. All responded to the questionnaires given to them. The study showed that: 65% of the Training College Teachers attended INSET; the contents of INSET were beneficial to the teachers; the best time for the organization of INSET was vacation; the duration of INSET was short; the Ghana Education Service (GES) and NGOs were the main sponsors of INSET; teachers who attended INSET were not well motivated; and the most popular instructional method used by training persOlmel at INSET was demonstration lesson followed by discussion. Based on the conclusions some recommendations were made for improvement of future in-service training.
As a result of increasing knowledge about how teaching and learning occur, new techniques are constantly emerging of which the classroom teacher must be aware. His or her methods will remain static and ineffective if he or she is not exposed to new ideas through in-service training. The study was to evaluate in-service training (INSET) organized for training college teachers based on some factors like content, time duration, motivation, finance and instructional methods that affect the organization of INSET. Data were collected using questionnaires and interviews. A total of 120 respondents were selected through purposive and random sampling. The respondents included 78 males and 22 female teachers from training colleges and 20 training personnel from both Ashanti and Brong Ahafo regions. All responded to the questionnaires given to them. The study showed that: 65% of the Training College Teachers attended INSET; the contents of INSET were beneficial to the teachers; the best time for the organization of INSET was vacation; the duration of INSET was short; the Ghana Education Service (GES) and NGOs were the main sponsors of INSET; teachers who attended INSET were not well motivated; and the most popular instructional method used by training persOlmel at INSET was demonstration lesson followed by discussion. Based on the conclusions some recommendations were made for improvement of future in-service training.
Keywords
In-service training, Teaching, Learning