Experiences of pre-service social studies teachers on supported teaching in schools (STS) in colleges of education in the Eastern and Greater Accra Regions of Ghana

Abstract

This study explored the perspectives and lived experiences of pre-service Social Studies teachers regarding the Supported Teaching in School (STS) programme implemented in Colleges of Education in Ghana's Eastern and Greater Accra Regions. Based on Danielson's (1996) Framework for Professional Development, it used a pragmatist research paradigm with a sequential explanatory mixed-methods approach to gather both quantitative and qualitative data. The sample for the quantitative phase included 487 participants selected through census sampling, while 15 participants were chosen via convenience sampling for the qualitative phase. Out of 487 questionnaires distributed, 397 were returned and analysed, resulting in an 81.5% response rate. Data collection involved questionnaires and semi-structured interviews. Quantitative analysis was conducted using descriptive statistics (mean and standard deviation) with SPSS version 28, while qualitative data were analysed thematically. Results indicated that pre-service Social Studies teachers experienced the STS programme differently. Content and pedagogical application were most prominent, whereas resource utilisation was less so. The programme offered benefits such as gaining professional knowledge, vocational satisfaction, learning and professional growth, and socio-emotional gains. The study also identified potential advantages, including serving as a model for reforming teacher education in Ghana, reducing new teachers’ attrition due to unpreparedness, promoting reflective practice, and influencing policy decisions on teacher education structure and content. It aligns with global trends emphasising practice-based experiences. Challenges identified included geographical and cultural barriers; lack of teaching aids; negative attitudes and expectations; difficulties in assessing and evaluating the programme; limited understanding of the programme; and weak mentor-mentee relationships. Based on these findings, it is recommended that the Colleges of Education in these regions collaborate with teacher education experts to develop professional development and refresher training programs on the STS. Such initiatives are essential to sustain, enhance, and strengthen the programme's various facets as outlined in the study.