Proposing a Contextual Approach to Pre-School Teacher Education in Ghana

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dc.contributor.authorNyarko, N.Y.
dc.contributor.authorAmpadu, E.
dc.date.accessioned2019-12-17T14:19:08Z
dc.date.available2019-12-17T14:19:08Z
dc.date.issued2017-03-27
dc.descriptionSeminaren_US
dc.description.abstractEfforts of Ghanaian Universities and Colleges of Education in training pre-school teachers have been found inadequate and unable to meet their training needs. As a result, other private and non-governmental organisations have been contributing to the education of early childhood practitioners, although on pilot basis. Currently, most pre-school teachers remain untrained. Using the Cultural Historical Activity Theory as a Framework, this paper proposes a contextual approach to pre-school teacher education using radio as a training tool for teachers. The radio is easily accessible, handy, far reaching to remote rural settlements (than the internet) and low in cost. It is suggested that as in other community radio efforts it should be localised so the community ‘runs’ their own stations. Specific programmes should be devoted to topics on child development, child survival, early childhood pedagogy and other practical issues relevant to pre-school classrooms. This presentation concludes by suggesting periodic community (of stakeholders) meetings to form a support group.en_US
dc.identifier.urihttp://ugspace.ug.edu.gh/handle/123456789/34244
dc.language.isoenen_US
dc.subjectContextual Approachen_US
dc.subjectPre- School Teacheren_US
dc.subjectGhanaen_US
dc.subjectEducationen_US
dc.titleProposing a Contextual Approach to Pre-School Teacher Education in Ghanaen_US
dc.typeOtheren_US

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