Teacher Education in Ghana

the past, present and the future

Authors

DOI:

https://doi.org/10.46230/lef.v16i4.15209

Keywords:

teacher education, trajectory, ghana

Abstract

Teacher education is recognized as a vital component for the socio economic development of every country. This is because the academic and professional standards of teachers constitute a critical component of the essential learning conditions for achieving the educational goals of a nation. Being aware of these, Ghana embraced teacher education and the sector has since evolved. However, the development in Ghana’s teacher education sector has not been mapped, analysed, synthesised and shared with the scholarly community in a single paper. This paper critically reviews literature (reports, policy texts, working papers, government documents and statistical data from government agencies) on the most significant developments in Ghana’s teacher education from past to the present and prescribe the desired teacher education for the future.

 

 

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Author Biographies

Patrick Swanzy , Kwame Nkrumah University of Science and Technology

PhD in Education from the University of Adelaide, Australia specialising in quality assurance in higher education. He earned his Master of Education (Administration) from the University of Cape Coast, Ghana. He was also a Carnegie Corporation of New York postdoctoral research fellow at the Institute for Post School Studies, University of the Western Cape, South Africa in 2017. Patrick also has a certificate in Disability Studies from Barkuma Inc, Adelaide in Australia.

Sandra Maria Gadelha de Carvalho, State University of Ceará (UECE)

PhD in Education from the Federal University of Ceará. Associate Professor at the State University of Ceará (UECE).

José Ernandi Mendes Mendes , State University of Ceará (UECE)

PhD in Education from the Federal University of Ceará. Associate Professor at the State University of Ceará (UECE).

References

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Abukari, A. (2007). Financing basic teacher education in Ghana: looking beyond traditional funding sources. Middlesex University Occasional papers in Education and Lifelong Learning, 1 (1). pp. 27-43

Acheampong, K. & Furlong, D. (2000). Discussion Paper 7. Ghana: a Baseline Study of the Teacher Education System. Available on https://www.semanticscholar.org/paper/Discussion-Paper-7.-Ghana%3A-a-Baseline-Study-of-the-Akyeampong-Furlong/86509bb23d359014ced661ff29093ff2b3fb7cbf

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Capa de uma revista intitulada "Linguagem em Foco", que é uma publicação do Programa de Pós-Graduação em Linguística Aplicada da UECE. No topo, há o logotipo da Universidade Estadual do Ceará. A edição é o volume 16, número 4, de 2024. Abaixo do título, há uma faixa rosa com o texto "Linguagens de Resistência, Práticas Sociais e Educação". A parte inferior da capa possui uma colagem de imagens abstratas e coloridas. No rodapé, está o logotipo da EdUECE.

Published

2025-03-20

How to Cite

SWANZY , P.; CARVALHO, S. M. G. de; MENDES , J. E. M. Teacher Education in Ghana: the past, present and the future. Linguagem em Foco Scientific Journal, Fortaleza, v. 16, n. 4, p. 115–129, 2025. DOI: 10.46230/lef.v16i4.15209. Disponível em: https://revistas.uece.br/index.php/linguagememfoco/article/view/15209. Acesso em: 3 apr. 2025.

Issue

Vol. 16 No. 4 (2024): Dossiê temático: Linguagens de resistência, práticas sociais e educação.

Section

Articles

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Copyright (c) 2025 Patrick Swanzy , Sandra Maria Gadelha de Carvalho, José Ernandi Mendes Mendes

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