Theory and practice in environmental education of teacher trainees: A case study of Nusrat Jahan Ahmadiyya Teacher Training College

Abstract

This study was conducted to assess the extent to which the practice of environmental education conforms to the theory and the influence of some background variables (gender, type of senior secondary school (SSS) attended, office held in the college and residential location) on the environmental knowledge and attitudes of teacher trainees in Nusrat Jahan Ahmadiyya (NJA) Teacher Training College, Wa, in the Upper West Region of Ghana. It was a case study conducted using questionnaire and interview as instruments to collect data from a sample of 120 students representing 33% of 2nd and 3rd year Social Studies teacher trainees. All tutors of Social Studies class were also involved as respondents. The data were analyzed using frequency distribution tables, inferential and descriptive analysis. The results indicated that Environmental and Social Studies tutors mostly employed discussion and lecture methods for teaching the subject due to financial constraints, inadequate means of transport and large class size. For the same reasons only written tests were used to assess students. Environmental knowledge and attitude test results showed that male respondents and graduates of boarding SSS had higher environmental knowledge than females and respondents from day SSS respectively, while females, prefects and graduates of single-sex SSS exhibited more positive environmental attitude than males, non-prefects and graduates of mixed SSS respectively. Respondents also showed a positive attitude toward Environmental Education as they agreed it equips them with the requisite knowledge for teaching, and creates in them, an awareness about current environmental hazards. From the findings, the conclusion drawn was that to a large extent, the practice in environmental education conformed to the theory. However, field trips and the practical aspects needed to be taken seriously. Areas suggested for further studies include extending this study to cover all teacher training colleges in the country and the reasons that account for the observed differences in environmental attitudes between teacher trainees from mixed SSS and those from single-sex SSS.