Entry characteristics, academic achievement and teaching practices : A comparative study of two categories of newly qualified teachers in basic schools in Ghana

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Kwaah , C Y & Palojoki , P 2018 , ' Entry characteristics, academic achievement and teaching practices : A comparative study of two categories of newly qualified teachers in basic schools in Ghana ' , Cogent Education , vol. 5 , pp. 1-19 . https://doi.org/10.1080/2331186X.2018.1561144

Title: Entry characteristics, academic achievement and teaching practices : A comparative study of two categories of newly qualified teachers in basic schools in Ghana
Author: Kwaah, Christopher Yaw; Palojoki, Päivi
Contributor: University of Helsinki, Maker culture, Design learning and Technology (MaDe)
Date: 2018
Language: eng
Number of pages: 19
Belongs to series: Cogent Education
URI: http://hdl.handle.net/10138/297716
Abstract: Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed.
Subject: 516 Educational sciences
teacher education
newly qualified teachers
teaching practice
academic achievement
academic achievement
teaching practices
Teacher Education
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