R&P Entries
Articles in Journals
Taluah, A. R. (2015). Oral Traditions as Embodiments of Knowledge: The Case of the Kasena of North Eastern Ghana. International Journal of Humanities and Cultural Studies., 2,
Abstract
Before the advent of the European, every existing African community had its own means of education. Like the Kasena, the worldview of most communities is inextricably woven into the fiber of their oral traditions. Kasena oral traditions express beliefs, values, ideas and other socio-cultural negotiations that depict their philosophy of life. Quite apart from the novelty of technique of Kasena oral traditions, they serve as road guides to their endeavors and offer a better understanding of the spiritual and mundane worlds. Oral traditions embody the sense of time, place and identity of the Kasena in this multicultural world. The ways and manner to practice good hygiene and conserve the environment are embodied in proverbs, whereas the code of conduct and several other social negotiations are carried in folktales and puzzles. However, in the wake of globalization and its attendants such as Christianity, formal education and rural-urban migration amongst a host of other factors, the role and purpose of Kasena oral traditions have taken a down turn. This article therefore seeks to bring to the fore the significant role of Kasena oral traditions in transmitting and maintaining indigenous knowledge. It further examines the negative toll globalization has on Kasena oral traditions.
Before the advent of the European, every existing African community had its own means of education. Like the Kasena, the worldview of most communities is inextricably woven into the fiber of their oral traditions. Kasena oral traditions express beliefs, values, ideas and other socio-cultural negotiations that depict their philosophy of life. Quite apart from the novelty of technique of Kasena oral traditions, they serve as road guides to their endeavors and offer a better understanding of the spiritual and mundane worlds. Oral traditions embody the sense of time, place and identity of the Kasena in this multicultural world. The ways and manner to practice good hygiene and conserve the environment are embodied in proverbs, whereas the code of conduct and several other social negotiations are carried in folktales and puzzles. However, in the wake of globalization and its attendants such as Christianity, formal education and rural-urban migration amongst a host of other factors, the role and purpose of Kasena oral traditions have taken a down turn. This article therefore seeks to bring to the fore the significant role of Kasena oral traditions in transmitting and maintaining indigenous knowledge. It further examines the negative toll globalization has on Kasena oral traditions.
Faculty of Agriculture EducationJul 16, 2015
Bonsu, F. R. K., Hope K. N., Abraham J. D. Nkrumah, I.E. (2014). Rice Husk as an alternative litter material on moisture absorbency, foot pad dermatitis and carcass characteristics of broiler chickens in hot humid environment. Ghana Journal of Agriculture Science and Technology, 3,
Abstract
A 5-week study was conducted to evaluate the suitability of rice husk as a litter material for broilers in hot humid environmental conditions. A total of two hundred and forty (240) hybrid COBB-500 broilers at age 3-weeks were used. There were four treatments and three replicates in a completely randomized design. Each replicate had 20 birds. The treatments were, 100% wood shavings (TW100%) which was the control,100% rice husk (TR100%), combinations of rice husk and wood shavings in the ratios 1:1 (50% TR), and 3:1 (75% TR). The data obtained were analysed using GenStat (2007). The initial moisture content of the litter materials showed that the unused TR100% had the lowest moisture content (8.49%) as compared to TW100% (11.2%). The density of TR100% (0.14gcm-3) was also higher than TW100% (0.08gcm-3). The results obtained showed that feed intake and final body weight were not significantly influenced by the litter material used. However water intake, body weight gain and feed conversion ratio were significantly (P<0.05) influenced by the litter treatments. Moisture absorbency of TR100% was higher (P<0.05) relative to other treatments and had least moisture at the end (< 40%). Birds reared on TW100% had more incidence of foot pad dermatitis (47%) and soiled (95%) as compared to the TR100% and TR75% but not TR50%. The relative smaller particle sizes and the high silicon content of the TR100% enhanced moisture management capacity and thus had a lower rate of litter decomposition than TW100%. Carcass characteristics were not significantly (P>0.05) influenced by the litter treatments. It was concluded that rice husk is a suitable alternative litter material for chickens without any detrimental effect on growth performance and health of chickens in hot and humid environments.
A 5-week study was conducted to evaluate the suitability of rice husk as a litter material for broilers in hot humid environmental conditions. A total of two hundred and forty (240) hybrid COBB-500 broilers at age 3-weeks were used. There were four treatments and three replicates in a completely randomized design. Each replicate had 20 birds. The treatments were, 100% wood shavings (TW100%) which was the control,100% rice husk (TR100%), combinations of rice husk and wood shavings in the ratios 1:1 (50% TR), and 3:1 (75% TR). The data obtained were analysed using GenStat (2007). The initial moisture content of the litter materials showed that the unused TR100% had the lowest moisture content (8.49%) as compared to TW100% (11.2%). The density of TR100% (0.14gcm-3) was also higher than TW100% (0.08gcm-3). The results obtained showed that feed intake and final body weight were not significantly influenced by the litter material used. However water intake, body weight gain and feed conversion ratio were significantly (P<0.05) influenced by the litter treatments. Moisture absorbency of TR100% was higher (P<0.05) relative to other treatments and had least moisture at the end (< 40%). Birds reared on TW100% had more incidence of foot pad dermatitis (47%) and soiled (95%) as compared to the TR100% and TR75% but not TR50%. The relative smaller particle sizes and the high silicon content of the TR100% enhanced moisture management capacity and thus had a lower rate of litter decomposition than TW100%. Carcass characteristics were not significantly (P>0.05) influenced by the litter treatments. It was concluded that rice husk is a suitable alternative litter material for chickens without any detrimental effect on growth performance and health of chickens in hot and humid environments.
Faculty of Agriculture EducationJul 16, 2015
Yirenkyi, S.M. & Amponsah, E.K. (2014). Theatre and Social Change: Reasserting Traditional Values through Theatre, The Role of Kobina Sekyi.. American Journal of Social Sciences Arts and Literature, 1,
Abstract
The Culture of a people is supposed to identify them as a unique group of people and therefore needs to be regarded and protected with all the people's might, will as well as resources and everything they have. this paper explores how Africans (Ghanaians) always revere and hold in the highest esteem that which is from the colonizer (Western world) as opposed to theirs. Through the spectrum of the playwright, Kobina Sekyi, one of Ghana's premiere writers, an attempt is made to analyse and interpret his play,The Blinkards as a base look at this phenomenon of "Africaness Bastardisation" as a choice as opposed to heeding to call for National Self Assertion. A case will be made to back tress the point that Theatre /Drama has the potency to positively affect Social Change
The Culture of a people is supposed to identify them as a unique group of people and therefore needs to be regarded and protected with all the people's might, will as well as resources and everything they have. this paper explores how Africans (Ghanaians) always revere and hold in the highest esteem that which is from the colonizer (Western world) as opposed to theirs. Through the spectrum of the playwright, Kobina Sekyi, one of Ghana's premiere writers, an attempt is made to analyse and interpret his play,The Blinkards as a base look at this phenomenon of "Africaness Bastardisation" as a choice as opposed to heeding to call for National Self Assertion. A case will be made to back tress the point that Theatre /Drama has the potency to positively affect Social Change
School of Creative ArtsJul 16, 2015
Amponsah, E.K. & Yirenkyi, S.M. (2014). Kwaku Ananse: Profiling the Ageless Hero of Ghanaian Folktales. West African Journal of Musical Arts Education., 2,
Abstract
It is an undeniable fact that, one character who has been able to keep his name, stature and personality since his creation to date is Ananse the spider. Ananse, has been and is still known in all quarters of the Ghanaian society, from the child living in the smallest village of the Ghanaian Akan society, to the most learned professor in academia. A critical analysis of this creature will unravel certain mysteries and questions which seem to surround him such as what or who is Ananse? This study will examine his description as ageless, accolades as hero and supreme. It will further investigate how he was chosen to be the main protagonist of Ghanaian folktales and how his name has been used to brand stories or folktales, especially among the Akan communities in Ghana, thus, Anansesem (Stories about the spider)
It is an undeniable fact that, one character who has been able to keep his name, stature and personality since his creation to date is Ananse the spider. Ananse, has been and is still known in all quarters of the Ghanaian society, from the child living in the smallest village of the Ghanaian Akan society, to the most learned professor in academia. A critical analysis of this creature will unravel certain mysteries and questions which seem to surround him such as what or who is Ananse? This study will examine his description as ageless, accolades as hero and supreme. It will further investigate how he was chosen to be the main protagonist of Ghanaian folktales and how his name has been used to brand stories or folktales, especially among the Akan communities in Ghana, thus, Anansesem (Stories about the spider)
School of Creative ArtsJul 16, 2015
Essuman, S. O. , Asante, E. K. , & Appiah-Boateng, P. (2015). Moodle-Based Preparation of Courseware Materials for a Masters Programme at the University of Education, Winneba. International Journal of Education Learning and Development, 3,
Abstract
Advances in information communication technologies (ICT) and the exponential growth of Internet usage are rapidly influencing the delivery of education and the transformation of teaching and learning approaches. One such transformation is the Moodle, an e-learning software platform, which is a Learning Management System (LMS) with the potential of integrating course deliveries in teaching and learning modes. The MOODLE platform is being adopted in a hybrid form into a Masters degree programme offered by the Distance Education Centre at the University of Education, Winneba in Ghana. A review of the literature reveals that there has been successful implementation of the LMS in diverse academic programme deliveries. However, since this is an innovation in the Ghanaian context, the study aims at exploring the experiences of developers during the preparation and development of coursewares for a distance mode delivery programme. Mixed methodologies of quantitative and qualitative methods using questionnaires and interview guides as instruments were used in collecting data from 50 courseware developers who worked collaboratively in developing the materials. Findings from the study will be used in informing the development of other courseware and during the revision of the current materials. Keywords: Learning Management Systems (LMS), distance education, online tutoring, courseware,development and collaborative work
Advances in information communication technologies (ICT) and the exponential growth of Internet usage are rapidly influencing the delivery of education and the transformation of teaching and learning approaches. One such transformation is the Moodle, an e-learning software platform, which is a Learning Management System (LMS) with the potential of integrating course deliveries in teaching and learning modes. The MOODLE platform is being adopted in a hybrid form into a Masters degree programme offered by the Distance Education Centre at the University of Education, Winneba in Ghana. A review of the literature reveals that there has been successful implementation of the LMS in diverse academic programme deliveries. However, since this is an innovation in the Ghanaian context, the study aims at exploring the experiences of developers during the preparation and development of coursewares for a distance mode delivery programme. Mixed methodologies of quantitative and qualitative methods using questionnaires and interview guides as instruments were used in collecting data from 50 courseware developers who worked collaboratively in developing the materials. Findings from the study will be used in informing the development of other courseware and during the revision of the current materials. Keywords: Learning Management Systems (LMS), distance education, online tutoring, courseware,development and collaborative work
Asante, E. K. , Essuman, S. O. , & Asante, O. (2015). Contextual-Specific Dynamics on Collegiality and Resiprocity in Mentoring Relationships: Ethical Implications in the Ghanaian Context. British Journal of Education, 3,
Abstract
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
Asante, E. K. , Essuman, S. O. , & Asante, O. (2015). Contextual-Specific Dynamics on Collegiality and Resiprocity in Mentoring Relationships: Ethical Implications in the Ghanaian Context. British Journal of Education, 3,
Abstract
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
Asante, E. K. , Essuman, S. O. , & Asante, O. (2015) (). . , ,
Abstract
Wilson, K. B., & Acheampong, B. (2014). Implications of computer technology in Language teaching: Accessing CALL in teacher training. Journal of US-China Education Review A, 4,
Abstract
Computer-assisted language learning (CALL) offers language teacher trainees a variety of activities that, when carefully planned as part of the teacher development programme (TDP), will help the learner acquire skills in using technology in learning a language. This research, which is situated in the constructivist theory of learning, seeks to examine how language teacher trainees at teacher education institutions explore the mandatory information and communication technology (ICT) course they study to support the teaching of languages on graduation during their professional training. The study further examines the innovative practices of teacher trainees’ use of technology to support their teaching practices. This study, which was limited to four teacher education institutions in Ghana, used focus-group discussions and closed-ended self-answering questionnaires to collect data from the teacher trainees. Using stratified sampling technique to select respondents, a total of 240 questionnaires were distributed to teacher trainees, of which 220 were returned. The collected data from the questionnaires were analysed using frequencies and simple means. Issues from the study questioned how we use technology in teaching languages. Experiences from the respondents were varied and numerous. The findings from the study reveal that: 1. The teacher trainees have low technology literacy skills; 2. The teacher trainees are not exploring technology tools available to them to support their personal training; 3. Some of the teacher trainees just want to pass the mandatory ICT course; and 4. The teacher trainees have the perception that if one knows how to use a computer, then, that is technology integration. The implications of the findings from this study indicate that technology training should be part of all courses and throughout the entire TDP programme. It is recommended that practicing teachers also be given frequent training in the use of technology to raise their technology literacy skills level. Finally, the paper outlines implications for teacher educators.
Computer-assisted language learning (CALL) offers language teacher trainees a variety of activities that, when carefully planned as part of the teacher development programme (TDP), will help the learner acquire skills in using technology in learning a language. This research, which is situated in the constructivist theory of learning, seeks to examine how language teacher trainees at teacher education institutions explore the mandatory information and communication technology (ICT) course they study to support the teaching of languages on graduation during their professional training. The study further examines the innovative practices of teacher trainees’ use of technology to support their teaching practices. This study, which was limited to four teacher education institutions in Ghana, used focus-group discussions and closed-ended self-answering questionnaires to collect data from the teacher trainees. Using stratified sampling technique to select respondents, a total of 240 questionnaires were distributed to teacher trainees, of which 220 were returned. The collected data from the questionnaires were analysed using frequencies and simple means. Issues from the study questioned how we use technology in teaching languages. Experiences from the respondents were varied and numerous. The findings from the study reveal that: 1. The teacher trainees have low technology literacy skills; 2. The teacher trainees are not exploring technology tools available to them to support their personal training; 3. Some of the teacher trainees just want to pass the mandatory ICT course; and 4. The teacher trainees have the perception that if one knows how to use a computer, then, that is technology integration. The implications of the findings from this study indicate that technology training should be part of all courses and throughout the entire TDP programme. It is recommended that practicing teachers also be given frequent training in the use of technology to raise their technology literacy skills level. Finally, the paper outlines implications for teacher educators.
Faculty of Ghanaian Languages EducationJul 15, 2015
Asante, E. K., Essuman, S. & Asante, O. (2015). Contextual-Specific dynamics on collegiality and reciprocity in mentoring relationships: ethical implications in the Ghanaian context. British Journal of Education, 3,
Abstract
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re-conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re-conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result.
Faculty of Educational StudiesJul 15, 2015
