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Assessing the Impact of Professional Development on Physics Tutors’ Knowledge about the National Teachers Standard and the new Teacher Educational Curriculum Framework in Ghana?

Author

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  • Isaac Sonful Coffie

    (Department of Science, Wiawso College of Education, Ghana)

  • Godwin Kwame Aboagye

    (Department of Science Education, University of Cape Coast, Ghana)

  • Eugene Adjei Johnson

    (Department of Science Education, University of Cape Coast, Ghana)

Abstract

The purpose of this study was to find out the perception of the physics tutors about the impact of a continuous professional development on their knowledge about the national teachers’ standard, the national teacher education curriculum framework and the 4-year B. Ed curriculum. The study employed descriptive cross sectional survey using an online survey. The population for the study comprised all colleges of education tutors who teach physics. In all 85 tutors took part in the online survey. The data collected was analysed using means, standard deviations and ANOVA. The results indicated that the professional development has had great impact on teacher’s knowledge about the national teachers’ standard, the national teacher education curriculum framework and the 4-year Bachelor of Education curriculum. It was also found that there was no statistically significant difference in the impact of the professional development based on tutors’ qualifications. Implications of the study for practice are drawn.

Suggested Citation

  • Isaac Sonful Coffie & Godwin Kwame Aboagye & Eugene Adjei Johnson, 2020. "Assessing the Impact of Professional Development on Physics Tutors’ Knowledge about the National Teachers Standard and the new Teacher Educational Curriculum Framework in Ghana?," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 7(1), pages 43-48, January.
    • Handle: RePEc:bjc:journl:v:7:y:2020:i:1:p:43-48
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    Cited by:

    1. Nelson Amponsah & Dominic Kwaku Danso Mensah, 2024. "Headteachers’ Instructional Leadership Practices as Predictors of Teachers’ Continuous Professional Development in Ghanaian Public Basic Schools: Structural Equation Modelling Approach," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 4644-4663, October.

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