Towards implementing the standards-based curriculum exploring teachers’ experiences with developing the core competencies of pupils

Abstract

Following the introduction of standards-based curriculum in Ghanaian Basic Schools, there is dearth of knowledge in the areas of teachers’ experiences with the new curriculum and how they are implementing the change. The purpose of this qualitative research was to examine teachers’ experiences with developing the core competencies in pupils. Descriptive Phenomenology was employed to interrogate this issue effectively. Nineteen participants were purposively sampled from four schools in a mid-Ghana peri-urban area. They participated through interviews and availed their classrooms for observation for a period of two months. With the aid of a qualitative data analysis software - Taguette, data generated was analysed using descriptive phenomenological analytical framework. Emerging findings suggested that teachers are developing core competencies of pupils through the adoption of emerging pedagogies. Despite challenges with teacher competence, teaching materials and time, few teachers are being innovative, but a further few are confused about the agenda of change and are stuck in their conservative ways. However, majority of the teachers were doing just enough of what they were expected, reverting to their old ways whenever they faced challenges. Notwithstanding, it was concluded the teachers had employed numerous pedagogical approaches and innovative strategies towards developing the competencies. Recommendations are made for motivation for innovative teachers, further training for all teachers, and effective supervision of laggard teachers in order to achieve the goal of developing core-competencies in learners.