Redesigning the College of Education Curriculum to meet the Learner Centered Approach Needs of the Pre-service teacher for Effective Implementation of the Standard Based Curriculum in Ghana
DOI:
https://doi.org/10.47941/jep.1077Keywords:
Curriculum, Learner Centeredness, Practicum, Pre-Service Teacher, TutorAbstract
Purpose: There is the need for the training of Pre-Service Teachers (PST) to appreciate and exhibit Learner Centered Approach (LCA) in the teaching and learning process. As we celebrate the preparedness of the college of education tutors to impart this knowledge to the PST, the space to deliver is faced with challenges. This paper aims at exploring how tutors are implementing the practices in LCA in colleges of education in their lesson delivery. It also aims at populating the challenges associated with the implementing the approach. The paper in addition, aims at highlighting the possible practices that can support Pre-Service Teachers to appreciate the use LCA in facilitating concepts in the classroom.
Methodology: This current qualitative research adopted exploratory and descriptive design. Qualitative data was collected through interview. Three Colleges of Education (CoE) in VOLTI zone were purposively sampled for the study.
Result: From the interview results, it was found that, college curriculum on academic content is focusing much of its attention on academic content than practicum. The mode of assessment is also making the impartation of LCA to the pre-service teacher seemingly untenable. The college tutors are functionally equipped to impart the methodology of LCA to the pre-service teacher, however the use of the LCA does not support them co cover much curriculum content. Tutors struggle to complete the semester's curriculum hence a deviation from the low usage of the LCA. It is also noted that, quizzes and End of Semester examination assessment items do not reflect practicum. The observation results supportively confirm that tutors have difficulty of integrating LCA in the teaching of content related courses due to their apparent focus on examination.
Unique Contribution to Theory, Policy and Practice: It is therefore concluded that, the current practice of promoting LCA without appropriate forms of assessment to sustain its practice demotivates both tutors and students to engage in such classroom practices. We therefore recommend that, the B.Ed program is reorganized to include more practicum to prepare functional PST in towards the facilitation of the Standard based Curriculum.
Downloads
References
An, Y., & Mindrila, D. (2020). Strategies and tools used for learner-centered instruction. International Journal of Technology in Education and Science, 4(2), 133-143.
Barr, R., & Tagg, J. (1995). From teaching to learning - A new paradigm for undergraduate education. Change, 13-25.
Bas, G., & Beyhan, Ö. (2019). Revisiting the Effect of Teaching of Learning Strategies on Academic Achievement: A Meta-Analysis of the Findings. International Journal of Research in Education and Science, 5(1), 70-87.
Baxter, S., & Gray, C. (2001). The application of student"centred learning approaches to clinical education. International Journal of Language & Communication Disorders, 36(S1), 396- 400.
Beteille, T & Evans, D. K. (2018). Successful teachers, successful students: Recruiting and supporting society's most crucial profession. World Bank Global Platform for Successful Teachers, 1-44.
Denzin, N. K., & Lincoln, Y. S. (2003). The disciplines and practice of qualitative research. In N. K. S., & Lincoln (Ed.), Strategies of qualitative inquiry (pp. 1-45). Thousand Oaks: SAGE.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Dewey, J. (1929). My pedagogic creed. Journal of the National Education Association, 18(9), 291-295.
Dewey, J. (1985). Democracy and education (1916) . Carbondale & Edwardsville: Southern Illinois University.
Knight, J. K., & Wood, W. B. (2005). Teaching more by lecturing less. Cell biology education, 4(4), 298-310.
Labaree, D. (2005). Progressivism, schools and schools of education: American romance. Pedagogica Historica, 41(1-2), 275-288.
Mahendra, N., Bayles, K. A., Tomoeda, C. K., & Kim, E. S. (2005). Diversity and learner- centered education. The ASHA Leader, 10(16), 12-19.
Moate, R. & Cox, J. A. (2015). Learner-Centered Pedagogy: Considerations for Application in a Didactic Course. The Professional Counselor, 5(3), 379-389.
Nyimbili, F., Namuyamba, M. & Chakanika, W. W. (2018). The Use of Learner Centered Techniques in the Teaching of English Language in Selected Secondary Schools of Lundazi District. International Journal of Humanities Social Sciences and Education (IJHSSE), 143-149.
Reigeluth, C.M., Myers, R.D., & Lee, D. (2017). The learner-centered paradigm of education. In C. M. Reigeluth, B. J. Beatty, & R. D. Myers (Eds.), Instructional-design theories and models: The learner-centered paradigm of education (Volume IV, pp. 5-32). New York, NY: Routledge.
Rogers, C. (1983). As a teacher, can I be myself? In Freedom to learn for the 80s. Ohio: Charles E. Merrill Publishing Company.
Salter, D. D., Pang, D. M. Y., & Sharma, D. P. (2009). Active tasks to change the use of class time within an outcomes based approach to curriculum design. Journal of University Teaching & Learning Practice, 6(1), 33-45.
UNESCO. (2021). Unpacking Sustainable Development Goal 4 - Education 2030. Official List of SDG 4 indicators. Paris: UNECO Institute for Statistics.
Vasileious, K., Barnett, J., Thorpe, S. & Young, T. (2018). Characterising and justifying sample size sufficiency in interview based studies: systematic analysis of qualitative health research over 15-year period. BMC medical research methodology, 18(1), 1-18
Vygotsky, L. S. (1978). Mind in Society:The Development higher psychological processes. (V. J.-S. Cole, Ed.) Massachusetts: Harvard University Press.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass Publishers.
Wright, G. B. (2011). LCA learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(1), 92-97.
Yekple, S.L.K, Vinyo, I.Y. & Kumah, M.S. (2021). Developing Literacy And Numeracy In Early Childhood Education In Ghana: The Role Of Traditional Ewe Play Games. International Journal of Progressive Sciences and Technologies (IJPSAT), 215-226.
Yekple, S.L. K., Ofosu, V.S. & Vinyo, I.Y. (2022). Ending Literacy Poverty: The Role of Early Childhood Educators and Caregivers in Developing Oral Language. European Journal of Language and Culture Studies 1(4), 1-8
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
