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Ofosu-Dwamena, E. & Asante, O., (2015). Management and administration of early childhood settings. Winneba: UEW Printing Press. http://www.iede@uew.edu.gh. ISBN: XXXXXXX
Abstract
This course book will equip students with basic management and administrative skills for effective and efficient running of or assisting in Early Childhood centres either as separate entities or as part of a larger school. The book covers policies, regulations, procedures, and responsibilities for the management of early childhood centres. It also includes management of facilities; budget, equipment, supplies, and the environment are also emphasized.
This course book will equip students with basic management and administrative skills for effective and efficient running of or assisting in Early Childhood centres either as separate entities or as part of a larger school. The book covers policies, regulations, procedures, and responsibilities for the management of early childhood centres. It also includes management of facilities; budget, equipment, supplies, and the environment are also emphasized.
Essuman, S., (2015). Using TESSA OERs to enrich the teaching and learning practices of Basic School Teachers in Winneba Municipality. Distance Education and Teachers' Training in Africa (DETA) 2015. : .
Abstract
In recent times, teachers in Ghanaian schools have been encouraged to master creative ways of engaging pupils in their teaching and learning deliveries and employ new strategies in teaching so as to adapt to the fast growing needs of pupils in the 21st century. In this vein, fifty (50) basic schoolteachers in the Winneba Municipality were engaged in a training workshop, which focused on the use of TESSA OERs. The aim of the workshop was to expose them to the adaptation and integration of the OERs into their classroom-based teaching practices. The focus of this paper is to share some of the experiences gathered at the end of the training. One-on-one interview method was adopted using a semi-structured interview guide. The interview ‘stories’ were analysed manually and are presented as their ‘voices’ in the write up. The findings revealed that most participants had acquired added values to their approaches to teaching and learning and have purposed to improve their classroom practices. They also indicated that the new skills and knowledge will help them in their lesson preparations and planning as well as using the OER in their teaching and learning material (TLM) developments. It was recommended that similar training sessions be organised for all teachers in the municipality and even at their larger forums and conferences. They requested that the University should be engaging them frequently so that they can learn new pedagogies such as these. Keywords: Open Educational Resources, teacher education in sub-Saharan Africa (TESSA), 21st century classroom
In recent times, teachers in Ghanaian schools have been encouraged to master creative ways of engaging pupils in their teaching and learning deliveries and employ new strategies in teaching so as to adapt to the fast growing needs of pupils in the 21st century. In this vein, fifty (50) basic schoolteachers in the Winneba Municipality were engaged in a training workshop, which focused on the use of TESSA OERs. The aim of the workshop was to expose them to the adaptation and integration of the OERs into their classroom-based teaching practices. The focus of this paper is to share some of the experiences gathered at the end of the training. One-on-one interview method was adopted using a semi-structured interview guide. The interview ‘stories’ were analysed manually and are presented as their ‘voices’ in the write up. The findings revealed that most participants had acquired added values to their approaches to teaching and learning and have purposed to improve their classroom practices. They also indicated that the new skills and knowledge will help them in their lesson preparations and planning as well as using the OER in their teaching and learning material (TLM) developments. It was recommended that similar training sessions be organised for all teachers in the municipality and even at their larger forums and conferences. They requested that the University should be engaging them frequently so that they can learn new pedagogies such as these. Keywords: Open Educational Resources, teacher education in sub-Saharan Africa (TESSA), 21st century classroom
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
