Assessment of business teacher education in public universities in Ghana: A case of university of Cape Coast

Abstract

Initial teacher education in sub-Saharan Africa, including Ghana has been criticised for failing to prepare teachers adequately for the classroom. This study assessed the Business Teacher Education Programme (BTEP) offered at the Department of Business and Social Sciences Education (DoBSSE) in the University of Cape Coast, with the view to improve upon the programme delivery, by addressing challenges and deficiencies identified. The convergent parallel mixed method design was adopted to collect both quantitative and qualitative data. The total number of participants were 281. Interview guides and questionnaire were used to collect qualitative and quantitative data on the kind of teacher the BTEP seeks to produce, the content and pedagogies used, the principles underpinning the experience knowledge and the trainees’ experiences of the BTEP. The qualitative data was analysed thematically whereas the quantitative data was analysed using descriptive and inferential statistics. The findings showed that though not documented, the teaching philosophy of the BTEP was reflective practices. Trainees did not have formal teaching experience but were intrinsically motivated to pursue the programme. Again, the lecturers viewed the BTEP as emphasising content and pedagogical knowledge and the pedagogical approach used was learner centred. Also, the principles guiding the experience knowledge were on-campus and off-campus teaching. Lastly, trainees expressed both negative and positive experience of the BTEP. It was concluded that the BTEP prepares preservice business teachers with an ability to evaluate their practices, adopt better teaching strategies for better future performance. It was recommended that the DoBSSE should work to ensure that the philosophy underpinning the BTEP is officially documented and shared to faculty members.