University of Cape Coast Institutional Repository

Induction for teacher retention: A missing link in teacher education policy in Ghana

Show simple item record

dc.contributor.author Cobbold, Cosmas
dc.date.accessioned 2021-06-08T11:45:13Z
dc.date.available 2021-06-08T11:45:13Z
dc.date.issued 2007-08
dc.identifier.issn 1444-383X
dc.identifier.uri http://hdl.handle.net/123456789/5420
dc.description Pg 7 -18 en_US
dc.description.abstract The metaphor of ‘sink or swim’ that has for many years been used to describe entry into teaching is gradually changing. In its place is emerging the notion of induction, which holds that novice teachers should be supported in developing their practice, just like other novitiate professionals. While this idea has been widely accepted in many countries, it is rarely mentioned in teacher education discourse in Ghana, a country that is struggling to retain teachers in its basic schools. This paper discusses the concept of induction and argues for its formal introduction in teacher education in Ghana. The case is made that a strong induction program that is geared to the needs of individual new teachers provides a crucial link between formal preparation and expert practice and an important tool for teacher retention. The paper also proposes a model of induction, which could be implemented in Ghana to reduce attrition and retain teachers in basic schools. en_US
dc.language.iso en en_US
dc.publisher Post-Script: Postgraduate Journal of Education Research en_US
dc.title Induction for teacher retention: A missing link in teacher education policy in Ghana en_US
dc.type Article en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search UCC IR


Advanced Search

Browse

My Account