Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox
AbstractThe study aimed to explore teachers’ perceptions and use of constructivist teaching approaches in Ghanaian junior high schools, specifically in the Sunyani-West Municipality. Data were collected through an adapted Constructivist Learning Environment Scale (CLES), a semi-structured interview...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281195 |
| _version_ | 1827300305886248960 |
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| author | Ernest Nyamekye John Zengulaaru Akromah Conrad Nana Frimpong |
| author_facet | Ernest Nyamekye John Zengulaaru Akromah Conrad Nana Frimpong |
| author_sort | Ernest Nyamekye |
| collection | DOAJ |
| description | AbstractThe study aimed to explore teachers’ perceptions and use of constructivist teaching approaches in Ghanaian junior high schools, specifically in the Sunyani-West Municipality. Data were collected through an adapted Constructivist Learning Environment Scale (CLES), a semi-structured interview guide, and field notes. The findings revealed a paradox: while teachers had a positive perception of constructivism, they seldom applied its core principles in their classrooms. Data triangulation uncovered inconsistencies between teachers’ claims and actual classroom practices. Limited resources and time constraints were cited as reasons for the rare implementation of constructivist pedagogy. Recommendations have been provided for the Ghana Education Service and the National Council for Curriculum and Assessment. |
| first_indexed | 2024-03-08T23:08:12Z |
| format | Article |
| id | doaj.art-164b54143fce4e35b361cac262e26258 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-04-24T16:01:15Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-164b54143fce4e35b361cac262e262582024-04-01T07:03:35ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2281195Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradoxErnest Nyamekye0John Zengulaaru1Akromah Conrad Nana Frimpong2Department of Arts Education, University of Cape Coast, Cape Coast, GhanaDepartment of Social Studies Education, University of Education, Winneba, GhanaDepartment of Social Studies Education, University of Education, Winneba, GhanaAbstractThe study aimed to explore teachers’ perceptions and use of constructivist teaching approaches in Ghanaian junior high schools, specifically in the Sunyani-West Municipality. Data were collected through an adapted Constructivist Learning Environment Scale (CLES), a semi-structured interview guide, and field notes. The findings revealed a paradox: while teachers had a positive perception of constructivism, they seldom applied its core principles in their classrooms. Data triangulation uncovered inconsistencies between teachers’ claims and actual classroom practices. Limited resources and time constraints were cited as reasons for the rare implementation of constructivist pedagogy. Recommendations have been provided for the Ghana Education Service and the National Council for Curriculum and Assessment.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281195constructivismstandards-based curriculumteaching and learningGhana education serviceNaCCA |
| spellingShingle | Ernest Nyamekye John Zengulaaru Akromah Conrad Nana Frimpong Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox Cogent Education constructivism standards-based curriculum teaching and learning Ghana education service NaCCA |
| title | Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox |
| title_full | Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox |
| title_fullStr | Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox |
| title_full_unstemmed | Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox |
| title_short | Junior high schools teachers’ perceptions and practice of constructivism in Ghana: The paradox |
| title_sort | junior high schools teachers perceptions and practice of constructivism in ghana the paradox |
| topic | constructivism standards-based curriculum teaching and learning Ghana education service NaCCA |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2281195 |
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