Stakeholders’ perceptions of the internship programme of the department of science education of the University of Education, Winneba, Ghana

Abstract

The purpose of this study was to investigate stakeholders’ perceptions of the student internship programme (SIP) of the University of Education, Winneba as practised by science education interns across a sample of Senior High Schools in Ghana. The study employed mixed methods that used questionnaires, interviews, focus group discussions, documents and observation to collect data. The total sample of stakeholders was 568. This was made up of five sub-groups of stakeholders comprising 103 science education interns, 67 mentors, 67 heads of Senior High Schools, 320 SHS students and 11 university supervisors. The sampling technique was purposive. Descriptive statistics was used to describe perceptions whilst an independent samples t-test was used to test one null hypothesis. The key findings were that stakeholders had positive perceptions of the SIP and its impact on interns’ professional growth and development. The study also found significant difference between mentors and university supervisors perceptions of the intern classroom teaching practices. All participating stakeholders were of the opinion that the one slot evaluation of intern by the faculty was inadequate. There was polarity of opinions on the one-year duration of out segment section of SIP. Mentors and their heads of schools perceived that the duration of one year was adequate but interns and university supervisors said it was too long. However, based on the fact that majority of student teachers of UEW are SHS graduates, who are complete novice of the teaching profession, it is recommended that the SIP out segment period should remain as one academic year in duration and ought not to be shortened. Secondly, in-service training of teachers in Ghana is inadequate; therefore there is the need for a longer period of practicum for student teachers.