Teacher Education and Teacher Quality

one particular ) 0 INTRODUCTION

A single of the sectors which fosters national development is education by ensuring the introduction of an efficient human resource. The establishment of strong educational set ups causes a society booming by enlightened people, that can cause positive monetary improvement and social transformation. A good social transformation and their associated economical growth are achieved as the people apply the relevant skills they discovered while these were in college. The acquisition of learning these skills is facilitated by one person we all ‘teacher’. Intended for this reason, nations seeking economical and social innovations need not ignore instructors and their role in national development. School

Teachers are the major factor that drives students’ achievements in learning. The performance of teachers generally determines, not only, the quality of education, but the basic performance of the students they train. The professors themselves therefore should always get the best of education, so they can in return help train students in the best of ways. It truly is known, that the quality of teachers and quality teaching are a few of the main factors that condition the learning and social and academic growth of students. Quality training will ensure, to a sizable extent, instructors are of very high quality, to be able to be able to properly manage sessions and facilitate learning. That is why teacher quality is still a subject of concern, even, in countries where students constantly obtain high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). In such countries, teacher education of prime importance due to potential it has to cause positive students’ accomplishments.

The structure of tutor education keeps changing in nearly all countries in response to the quest of producing teachers who understand the current needs of students or perhaps the demand for teachers. The changes are attempts to ensure that quality teachers are produced and often just to ensure that classrooms are not free of instructors. Inside the U. H. A, how to promote high quality teachers has been an issue of contention and, for the past decade or so, has been motivated, fundamentally, through the methods approved by the No Kid Left Behind Act (Accomplished California Teachers, 2015). Actually in Japan and other Eastern countries where there are more teachers than needed, and structures have been instituted to ensure high quality teachers are produced and employed, issues relating to the educator and teaching quality remain of concern (Ogawa, Fujii & Ikuo, 2013). Educator education is therefore no joke anywhere. This article is in two parts. It first discusses Ghana’s teacher education system in addition to the second part appears at some determinants of quality teaching.


Ghana has been making deliberate endeavors to produce quality instructors for her basic university classrooms. As Benneh (2006) indicated, Ghana’s aim of teacher education is to provide a complete tutor education program through the provision of initial tutor training and in-service training programs, that will produce competent teachers, that will help increase the effectiveness of the teaching and learning that goes on in schools. The Initial educator education program for Ghana’s basic school-teachers was offered in Colleges of Education (CoE) only, until quite recently when, University of Education, University of Hat Coast, Central University School and other tertiary corporations joined in. The most striking difference between the programs proposed by the other tertiary institution is that while the Universities coach, examine and award records to their students, the Colleges of Education offer tuition while the College or university of Cape Coast, through the Institute of Education, examines and award accreditation. The training programs proposed by these institutions are tries at providing many certified teachers to teach in the schools. The State Accreditation Board accredits tutor training programs in order to ensure quality.

The National Accreditation Board accredits teacher education programs structured on the structure and content of the programs proposed by the organization. Hence, the courses run by various institutions vary in content and framework. For example, the course content for the Start of Education, University of Cape Coast is different from the course framework and content of the middle for Continue Education, University of Cape Seacoast and none of these two programs matches that of the CoEs, though they all award Degree in Basic Education (DBE) after three years of training. The DBE and the Four-year Untrained Teacher’s Diploma in Basic Education (UTDBE) programs run by the CoEs are only similar, but not the same. The same can be said of the Two-year Post-Diploma in Simple Education, Four-year Bachelor’s level programs run by the University of Cape Coastline, the University of Education, Winneba and the other Universities and University Universities. In effect even though, same products attract same clients, the preparation of the products are done in several ways.

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