Pre-service social studies teachers’ appreciation of shared indigenous Ghanaian cultural values a case of University of Education, Winneba

Abstract

The study explored pre-service Social Studies teachers’ appreciation of shared indigenous Ghanaian cultural values focusing on University of Education Winneba, (UEW). The study was guided by the modernisation and decolonialisation theories and Cultural Epistemicide was the discursive. Sequential explanatory mixed method design was used to guide the conduct of this study. The population comprised the Social Studies students in the Department of Social Studies Education, UEW. However, the Level 300 Social Studies students constituted the accessible population, of which 300 of them formed the sample size. Krejcie and Morgan (1970) chart on the determination of sample size, was employed to determine the sample size for the study. The study data was collected with the aid of a questionnaire and an interview guide. The statistical methods used in the analysis included frequencies, percentages, mean and standard deviation. The study revealed that the Social Studies teachers have adequate knowledge of the core indigenous Ghanaian cultural values, a high appreciation of indigenous Ghanaian cultural values. The study further disclosed that the participants agree to the inhibitors to the appreciation of Ghanaian cultural values. The respondents indicated ways in which indigenous Ghanaian cultural value appreciation could be promoted. It was, therefore, recommended that Social Studies teachers should continue to adopt Ghanaian cultural values in the explanation of concepts in Social Studies to make their students learn to appreciate our values the more.