Abstract:
This study explored the implementation of the Supported Teaching in Schools (STS)
Programme in Ghana’s Colleges of Education, examining its alignment with national
teacher education reforms and its effectiveness in bridging theoretical training with
classroom practice. Framed by Kolb’s Experiential Learning Theory and the
Competency-Based Approach, the research employed an explanatory sequential mixedmethods
design to assess the interplay of mentorship, resource availability, and
institutional support in shaping trainees’ professional development. Findings revealed
that the STS Programme fostered critical pedagogical competencies, such as reflective
teaching and lesson planning. However, systemic challenges emerged, including time
allocation constraints that disrupted programme coherence, trainees’ struggles in
conducting action research and writing reflective portfolios, and limited preparedness
to support learners with disabilities. Mentors faced heavy workloads and inadequate
incentives, impacting their capacity to model inclusive practices. While hands-on
school experiences enhanced trainees’ confidence, gaps in academic writing skills and
specialised training for diverse learners persisted, reflecting broader curricular and
logistical shortcomings. The study underscores the need for structural reforms to
address time management inefficiencies, integrate research literacy modules, and
prioritise inclusive education training. Recommendations include revising STS
schedules to balance theory-practice integration, institutionalising mentorship support
for academic writing, and embedding disability-responsive pedagogies into the
curriculum. By situating these insights within Ghana’s teacher education landscape, this
research advocates for policies that harmonise programme design with trainees’ holistic
development, ensuring equitable preparation for 21st-century classrooms.
Keywords: Supported Teaching in Schools (STS), Teacher Education, Inclusive
Pedagogy, Experiential Learning, Action Research, Ghana.
Description:
A Thesis in the Department of Educational Foundations,
School of Education and Life Long Learning, Submitted
to the School ofGraduate Studies, in partial fulfilment
of the requirements for the award of
Master of Philosophy
(Curriculum and Pedagogic Studies)
in the University of Education, Winneba
JUNE, 2023
