Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana
Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Su...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2018-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2018.1561144 |
| _version_ | 1797724517316952064 |
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| author | Christopher Yaw Kwaah Paivi Palojoki |
| author_facet | Christopher Yaw Kwaah Paivi Palojoki |
| author_sort | Christopher Yaw Kwaah |
| collection | DOAJ |
| description | Entry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed. |
| first_indexed | 2024-03-12T10:17:19Z |
| format | Article |
| id | doaj.art-ff2ed896ee034627977d8af274f4fa15 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T10:17:19Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-ff2ed896ee034627977d8af274f4fa152023-09-02T10:24:01ZengTaylor & Francis GroupCogent Education2331-186X2018-01-015110.1080/2331186X.2018.15611441561144Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in GhanaChristopher Yaw Kwaah0Paivi Palojoki1University of Cape CoastUniversity of HelsinkiEntry qualification, academic achievement, and teaching practices of newly qualified teachers (NQTs) qenrolled into the teacher education programme directly from senior high school (DfSHS) were compared with NQTs enrolled through the Untrained Teacher Diploma in Basic Education (UTDBE) programme. Survey data collected from 140 NQTs (84 DfSHS and 56 UTDBE) of 20 public schools in central Ghana and lesson observations showed that the two categories of Newly qualified teachers differed greatly in entry grades and academic achievements during training. Differences in teaching practices pertained to content knowledge, classroom interactions, and lesson closure. Implications for pre-service and in-service teaching training are discussed.http://dx.doi.org/10.1080/2331186X.2018.1561144teaching practicesnewly qualified teachersentry characteristicsacademic achievementcontent knowledgeghana |
| spellingShingle | Christopher Yaw Kwaah Paivi Palojoki Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana Cogent Education teaching practices newly qualified teachers entry characteristics academic achievement content knowledge ghana |
| title | Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana |
| title_full | Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana |
| title_fullStr | Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana |
| title_full_unstemmed | Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana |
| title_short | Entry characteristics, academic achievement and teaching practices: A comparative study of two categories of newly qualified teachers in basic schools in Ghana |
| title_sort | entry characteristics academic achievement and teaching practices a comparative study of two categories of newly qualified teachers in basic schools in ghana |
| topic | teaching practices newly qualified teachers entry characteristics academic achievement content knowledge ghana |
| url | http://dx.doi.org/10.1080/2331186X.2018.1561144 |
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