The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme

Haruna Abdul-Karim; Salifu Yakubu; Zibreal Sandawey Salifu

doi:doi:10.11648/j.tecs.20230802.19

| Peer-Reviewed

The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme

Haruna Abdul-Karim, Salifu Yakubu, Zibreal Sandawey Salifu

Published in Teacher Education and Curriculum Studies (Volume 8, Issue 2)

Received: 8 May 2023 Accepted: 5 June 2023 Published: 20 June 2023

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The paper provides an overview of the importance of education and the background information on the implementation of the new four-year Bachelor of Education (B.Ed) program in Ghana. It highlights the previous challenges faced by teacher trainees in terms of limited practical experience and the efforts made to address this issue through the introduction of the Supported Teaching in Schools (STS) program as part of the B.Ed curriculum. This study employed a descriptive survey to find out the attitude of student teachers (mentees) and their mentors in partner schools towards the STS program in the North East region of Ghana. The samples of 283 and 66 were respectively selected from the students of Gambaga College of Education (CoE) and the mentors their partner schools using questionnaires and the data was analyzed using both descriptive and inferential statistics. The findings among others revealed that STS will enhance training knowledge of school curriculum and related materials, equip trainees with good classroom management skills as well as equip trainees the ability to build a teaching portfolio. However, lack of teaching and learning materials as well as inadequate orientation of the mentors were some challenges identified. In spite of these challenges, more than 63% of the respondents rate the STS as a good program. Consequently, it is recommended among others that adequate teaching and learning materials must be provided to the partner schools by stakeholders and that mentors should be given a periodic orientation on their core mandate of the STS program.

Published in	Teacher Education and Curriculum Studies (Volume 8, Issue 2)
DOI	10.11648/j.tecs.20230802.19
Page(s)	109-116
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Supported Teaching in School, Mentees, Mentors, Partner School

References

[1]	Tavakol M, Mohagheghi MA, Dennick R (2008). Assessing the skills of surgical residents using simulation. J Surg Educ.; 65 (2): 77-83.
[2]	Graham J. (2006) Congeneric and (Essentially) Tau-Equivalent estimates of score reliability: what they are and how to use them. Educational Psychological Measurement. 66: 930-44.
[3]	Adekunle, M. O. (2000). The role of teaching practice in preparation of social studies teachers. MultiDisciplinary Journal of Education, 2 (1), 81–71.
[4]	Mensah, S. K. E. (1991). Organisation and supervision of student teaching. Journal of Institute of Education, 2 (1), 13-23.
[5]	Nwanekezi, A. U., Okoli, N. J., & Mezieobi, S. A. (2001). Attitude of student-teachers towards teaching practice in the University of Port Harcourt, River State, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies, 2 (1), 41-46.
[6]	Dankwa et al (2017). Perception of Pre-Service Teachers’ Towards the Teaching Practice Programme in College of Technology Education, University of Education, Winneba. Journal of Education and Practice. 8 (4), 17–18.
[7]	Susan Jemieson (2005). Likert Scale: How to ab(use) them. Medical Education. DOI: 10.1111/j.1365-2929.2004.02012.
[8]	Ministry of Education. (1993). National commission on teacher education in Ghana. Accra, Ghana: Author.
[9]	Adu-Yeboah, C., & Kwaah, C. Y. (2018). Preparing teacher trainees for field experience: Lessons from the on-campus practical experience in colleges of education in Ghana. Sage Open, 8 (4), 2158244018807619.
[10]	Akyeampong, K. et al (2003) Teacher Training in Ghana-Does It Count? Multi-Suite Teacher Education Research project (MUSTER). London, DFID.
[11]	T-TEL Professional Development Programme. (2018). Four-Year Bachelor of Education Degree Supported Teaching in Schools (School Placement Handbook). Ministry of Education, Ghana. pp. 1-5. https://t-tel.org/download/ doc-45/
[12]	Addai-Munumkum, R. (2019). T-TEL The new B.Ed. curriculum and the ‘making of 21st-century teacher in Ghana. 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL. (2) 1. http://ncte.edu.gh
[13]	The National Teacher Education Curriculum Framework (2017). The Essential Elements of Initial Teacher Education. MoE, Ghana: www.t-tel.org/hub.html
[14]	Bani, H. G. (2019). Assessing mentoring practices in selected partnerships schools in teacher education at Kwahu East District of Ghana. 2nd National Teacher Education Learning Summit. Accra: NCTE/TTEL. (2) 1. http://ncte.edu.gh
[15]	Adentwi, K. I., & Baafi-Frimpong, S. (2011). Principles, practices and issues in teacher education. Kumasi: Ebens Press.
[16]	Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
[17]	National Commission for Colleges of Education (1996). Minimum standard for Nigerian certificate in education (Rev. ed). Kaduna: Adeclear Type Press Ltd.
[18]	Bukaliya, R. (2012). The potential benefits and challenges of internship programmes in an ODL institution: A case for the Zimbabwe Open University. International Journal of New Trends in Education, 3 (1), 118- 133.
[19]	Cook, S. J., Stephen, P. R., & Charles, P. E. (2004). The perception of interns: A longitudinal case study. Journal of Education for Business, 79, 179-185.
[20]	Furco, A. (1996). Service learning and school-to-work. Journal of Cooperative Education, 1, 7-14.
[21]	Gower, R. & Walters, S. (1983). Teaching practice handbook for EFL teachers in training. Cambridge: Cambridge University Press.
[22]	Donkor, F., Nsoh, S. N., & Mitchual, S. J. (2009). Assessment of supervised industrial attachment of a technical and vocational teacher education programme in Ghana. Asia-Pacific Journal of Cooperative Education, 10 (1), 1-17.
[23]	National Teacher’s Standards (2017). Guidelines. MoE, Ghana: www.t-tel.org/hub.html
[24]	Lam, T. & Ching, (2006). An exploratory study of an internship programme. The case of Hong Kong students. Hospitality Management, 26, 336-351.
[25]	Nevett, H. T. (1985). Work experience: The essential ingredient on British programmes. Journal of Marketing Education, 7, 13-18.
[26]	Knechel, W. R., & Snowball, D. (1987). Accounting internship and subsequent academic performance: An empirical study. The Accounting Review, 2 (10), 799-807.
[27]	Ibrahim, A (2020). Student Teachers’ Perspectives on Supported Teaching in School Programme in Colleges of Education in Ghana: International Journal of Elementary Education. Vol. 10, No. 4, 2021.
[28]	Edwards, A., Gilroy, P. and Hartley, D. (2002) Rethinking Teacher Education: Collaborative Responses to Uncertainty. London: Routledge/Falmer.

Cite This Article

Plain Text BibTeX RIS

APA Style

Haruna Abdul-Karim, Salifu Yakubu, Zibreal Sandawey Salifu. (2023). The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme. Teacher Education and Curriculum Studies, 8(2), 109-116. https://doi.org/10.11648/j.tecs.20230802.19

Copy | Download

ACS Style

Haruna Abdul-Karim; Salifu Yakubu; Zibreal Sandawey Salifu. The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme. Teach. Educ. Curric. Stud. 2023, 8(2), 109-116. doi: 10.11648/j.tecs.20230802.19

Copy | Download

AMA Style

Haruna Abdul-Karim, Salifu Yakubu, Zibreal Sandawey Salifu. The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme. Teach Educ Curric Stud. 2023;8(2):109-116. doi: 10.11648/j.tecs.20230802.19

Copy | Download

@article{10.11648/j.tecs.20230802.19,
  author = {Haruna Abdul-Karim and Salifu Yakubu and Zibreal Sandawey Salifu},
  title = {The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {2},
  pages = {109-116},
  doi = {10.11648/j.tecs.20230802.19},
  url = {https://doi.org/10.11648/j.tecs.20230802.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.19},
  abstract = {The paper provides an overview of the importance of education and the background information on the implementation of the new four-year Bachelor of Education (B.Ed) program in Ghana. It highlights the previous challenges faced by teacher trainees in terms of limited practical experience and the efforts made to address this issue through the introduction of the Supported Teaching in Schools (STS) program as part of the B.Ed curriculum. This study employed a descriptive survey to find out the attitude of student teachers (mentees) and their mentors in partner schools towards the STS program in the North East region of Ghana. The samples of 283 and 66 were respectively selected from the students of Gambaga College of Education (CoE) and the mentors their partner schools using questionnaires and the data was analyzed using both descriptive and inferential statistics. The findings among others revealed that STS will enhance training knowledge of school curriculum and related materials, equip trainees with good classroom management skills as well as equip trainees the ability to build a teaching portfolio. However, lack of teaching and learning materials as well as inadequate orientation of the mentors were some challenges identified. In spite of these challenges, more than 63% of the respondents rate the STS as a good program. Consequently, it is recommended among others that adequate teaching and learning materials must be provided to the partner schools by stakeholders and that mentors should be given a periodic orientation on their core mandate of the STS program.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme
AU  - Haruna Abdul-Karim
AU  - Salifu Yakubu
AU  - Zibreal Sandawey Salifu
Y1  - 2023/06/20
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230802.19
DO  - 10.11648/j.tecs.20230802.19
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 109
EP  - 116
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230802.19
AB  - The paper provides an overview of the importance of education and the background information on the implementation of the new four-year Bachelor of Education (B.Ed) program in Ghana. It highlights the previous challenges faced by teacher trainees in terms of limited practical experience and the efforts made to address this issue through the introduction of the Supported Teaching in Schools (STS) program as part of the B.Ed curriculum. This study employed a descriptive survey to find out the attitude of student teachers (mentees) and their mentors in partner schools towards the STS program in the North East region of Ghana. The samples of 283 and 66 were respectively selected from the students of Gambaga College of Education (CoE) and the mentors their partner schools using questionnaires and the data was analyzed using both descriptive and inferential statistics. The findings among others revealed that STS will enhance training knowledge of school curriculum and related materials, equip trainees with good classroom management skills as well as equip trainees the ability to build a teaching portfolio. However, lack of teaching and learning materials as well as inadequate orientation of the mentors were some challenges identified. In spite of these challenges, more than 63% of the respondents rate the STS as a good program. Consequently, it is recommended among others that adequate teaching and learning materials must be provided to the partner schools by stakeholders and that mentors should be given a periodic orientation on their core mandate of the STS program.
VL  - 8
IS  - 2
ER  -

Copy | Download

Author Information

Haruna Abdul-Karim

Department of Mathematics, Gambaga College of Education, Gambaga, Ghana
Salifu Yakubu

Department of Social Sciences, Gambaga College of Education, Gambaga, Ghana
Zibreal Sandawey Salifu

Department of Educational Studies, Gambaga College of Education, Gambaga, Ghana

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Haruna Abdul-Karim, Salifu Yakubu, Zibreal Sandawey Salifu. (2023). The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme. Teacher Education and Curriculum Studies, 8(2), 109-116. https://doi.org/10.11648/j.tecs.20230802.19

Copy | Download

ACS Style

Haruna Abdul-Karim; Salifu Yakubu; Zibreal Sandawey Salifu. The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme. Teach. Educ. Curric. Stud. 2023, 8(2), 109-116. doi: 10.11648/j.tecs.20230802.19

Copy | Download

AMA Style

Haruna Abdul-Karim, Salifu Yakubu, Zibreal Sandawey Salifu. The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme. Teach Educ Curric Stud. 2023;8(2):109-116. doi: 10.11648/j.tecs.20230802.19

Copy | Download

@article{10.11648/j.tecs.20230802.19,
  author = {Haruna Abdul-Karim and Salifu Yakubu and Zibreal Sandawey Salifu},
  title = {The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme},
  journal = {Teacher Education and Curriculum Studies},
  volume = {8},
  number = {2},
  pages = {109-116},
  doi = {10.11648/j.tecs.20230802.19},
  url = {https://doi.org/10.11648/j.tecs.20230802.19},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20230802.19},
  abstract = {The paper provides an overview of the importance of education and the background information on the implementation of the new four-year Bachelor of Education (B.Ed) program in Ghana. It highlights the previous challenges faced by teacher trainees in terms of limited practical experience and the efforts made to address this issue through the introduction of the Supported Teaching in Schools (STS) program as part of the B.Ed curriculum. This study employed a descriptive survey to find out the attitude of student teachers (mentees) and their mentors in partner schools towards the STS program in the North East region of Ghana. The samples of 283 and 66 were respectively selected from the students of Gambaga College of Education (CoE) and the mentors their partner schools using questionnaires and the data was analyzed using both descriptive and inferential statistics. The findings among others revealed that STS will enhance training knowledge of school curriculum and related materials, equip trainees with good classroom management skills as well as equip trainees the ability to build a teaching portfolio. However, lack of teaching and learning materials as well as inadequate orientation of the mentors were some challenges identified. In spite of these challenges, more than 63% of the respondents rate the STS as a good program. Consequently, it is recommended among others that adequate teaching and learning materials must be provided to the partner schools by stakeholders and that mentors should be given a periodic orientation on their core mandate of the STS program.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - The Attitude of Mentees of Gambaga College of Education and Their Mentors Towards the Supported Teaching in Schools (STS) Programme
AU  - Haruna Abdul-Karim
AU  - Salifu Yakubu
AU  - Zibreal Sandawey Salifu
Y1  - 2023/06/20
PY  - 2023
N1  - https://doi.org/10.11648/j.tecs.20230802.19
DO  - 10.11648/j.tecs.20230802.19
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 109
EP  - 116
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20230802.19
AB  - The paper provides an overview of the importance of education and the background information on the implementation of the new four-year Bachelor of Education (B.Ed) program in Ghana. It highlights the previous challenges faced by teacher trainees in terms of limited practical experience and the efforts made to address this issue through the introduction of the Supported Teaching in Schools (STS) program as part of the B.Ed curriculum. This study employed a descriptive survey to find out the attitude of student teachers (mentees) and their mentors in partner schools towards the STS program in the North East region of Ghana. The samples of 283 and 66 were respectively selected from the students of Gambaga College of Education (CoE) and the mentors their partner schools using questionnaires and the data was analyzed using both descriptive and inferential statistics. The findings among others revealed that STS will enhance training knowledge of school curriculum and related materials, equip trainees with good classroom management skills as well as equip trainees the ability to build a teaching portfolio. However, lack of teaching and learning materials as well as inadequate orientation of the mentors were some challenges identified. In spite of these challenges, more than 63% of the respondents rate the STS as a good program. Consequently, it is recommended among others that adequate teaching and learning materials must be provided to the partner schools by stakeholders and that mentors should be given a periodic orientation on their core mandate of the STS program.
VL  - 8
IS  - 2
ER  -

Copy | Download