Sense of Efficacy in Implementing the Basic School Social Studies Curriculum in Ghana
Final year teacher-trainees’ sense of efficacy in implementing the Basic School Social Studies curriculum in Ghana has become indispensable since the subject introduced solely to right the wrong in society is taught mostly by graduates from the Colleges of Education (CoE). Mixed method approach was used. Purposive and convenience sampling techniques were used to select 150 final year teacher-trainees for the study. Questionnaires and interviews were used to gather the data. The study revealed that pedagogical training is a strong predictor of teacher-trainees’ conception about Social Studies. Critical thinking is the most important skill for problem solving, inquiry and discovery in Social Studies. Final year teacher-trainees (mentees) lack the needed knowledge and teaching skills to impart Social Studies as a problem/issue-oriented subject. It is recommended that Social Studies tutors of CoE should hold it a duty to help students have better, more realistic ideas about the multiple realities of what constitutes Social Studies in the real world since they (teachers) influence what is taught.
Basic School, Curriculum, Curriculum Implementation, Sense of Efficacy, Social Studies, Ghana
Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bednar, A. & Levie., W. H. (1993). Attitude-change principles. In M. Fleming & W. H. Levie (Eds.), Instructional message design: Principles from the behavioural and cognitive sciences. Englewood Cliffs, New Jersey: Educational Technology Publications. Pp. 283-304.
Bekoe, S. O., & Eshun, I. (2013a). Curriculum feuding and implementation challenges: The case of Senior High School (SHS) social studies in Ghana. Journal of Education and Practice, 4(5), 39-45.
Bekoe, S. O., & Eshun, I. (2013b). Exploring social studies teachers’ conceptions on nature and content of Social Studies in Senior High Schools in the Central Region of Ghana. Research on Humanities and Social Sciences, 3(5), 85-95.
Bekoe, S. O., & Eshun, I. (2013c). Influence of the differences in social studies teachers’ curriculum conceptions on curriculum implementation in Senior High Schools in Ghana: Implication for national curriculum policy. Development Country Studies, 3(6), 105-113.
Bekoe, S. O., Eshun, I. & Bordoh, A. (2013). Formative assessment techniques tutors use to assess teacher-trainees’ learning in Social Studies in Colleges of Education in Ghana. Research on Humanities and Social Sciences, 3(4), 20-30.
Borich, G. D. (2004). Effective teaching methods (5th ed). Canada: Pearson Merrill Prentice Hall.
Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the human brain. Alexandria, VA: Association for Supervision and Curriculum Development.
Caliskan, S. (2010). Instruction of problem-solving strategies: Effects on physics achievement and self-efficacy beliefs. Journal of Baltic Science Education 9(1), 20-24.
Chun, M. (2010). Taking teaching to (performance) task: Linking pedagogical and assessment practices, Change, 42(2), 22-29.
Duodu, F. W. K. (2002). Teacher education in Ghana. Accra: Charis Publications.
Eshun, I., Bordoh, A., Bassaw, T. K., & Mensah, M. F. (2014). Evaluation of social studies students’ learning using formative assessment in selected Colleges of Education in Ghana. British Journal of Education, 2(1), 39-48.
Eshun, I., & Mensah, M. F. (2013a). Investigation of pedagogical content knowledge of graduate social studies teachers in Senior High Schools in the Western Region of Ghana, Journal of Education and Practice, 4(4), 176-184.
Eshun, I., & Mensah, M. F. (2013b). Domain of educational objectives social studies teachers’ questions emphasise in Senior High Schools in Ghana. Journal of Education and Practice, 4(4), 185-196.
Jonassen, D., & Bosung, K. (2010). Arguing to learn and learning to argue: Design justification and guidelines. Educational Technology Research and Development, 58(4), 439-457.
Jones, A. (2004). Teaching critical thinking: An investigation of a task in introductory macroeconomics. Higher Education Research & Development, 23(2), 167- 181.
Kankam, B., Bekoe, S. O., Ayaaba, D. A., Bordoh, A., & Eshun. I. (2014). Curriculum conceptions of the scope of content of Social Studies in the Colleges of Education in Ghana. American Journal of Social Sciences, 2(6), 137-144.
Kyriacou, C. (1995). Effective Teaching in Schools. (3rd ed). London: Stanley Thornes Publications Ltd.
Laxman, K. (2010). A conceptual framework mapping the application of information search strategies to sell and ill-structured problem-solving. Computers & Education, 55(2), 513-526.
Martin, B. L., & Briggs, L. J. (1986). The cognitive and affective domains: Integration for instruction and research. Englewood Cliffs, New Jersey: Educational Technology Publications.
Parker, W. C. (2009). Social Studies in elementary education. New York: Pearson.
Plutchik, R. (1982). Emotion: A psycho-evolutionary analysis. New York: Harper & Row.
Quashigah, A. Y., Dake, Y. G., Bekoe, S. O., Eshun, I., & Bordoh, A. (2014). Evaluation of Colleges of Education (CoE) social studies curriculum vis-à-vis the Junior High School (JHS) social studies curriculum in Ghana. European Journal of Training and Development Studies, 1(2), 1-13.
Quashigah, A. Y., Eshun, I., & Mensah, M. F. (2013). Influences of the pedagogical content knowledge of graduate social studies teachers on questions they set in Senior High Schools in Ghana. Research on Humanities and Social Sciences, 3(6), 76-86.
Richardson, V. (2003). Preservice teachers’ beliefs. In J. Rath, & A. C. McAninch, (Eds.), Advances in teacher education series, 6 (pp. 1-22). Greenwich, CT: Information Age Publishing.
Savery, J. R. (2009). Problem-based approach to instruction. In C. Reigeluth, & M. Carr-Chellman (Eds.), Instructional-design theories and models. New York: Routledge. Pp. 143-165.
Schmidt, L. (2007). Social Studies that stick: How to bring content and concepts to life. Portsmouth: Heinemann.
Shah, C. G. (2010). Critical thinking. What it is and why it matters to emerging professionals? Advanced Materials and Processes, 168(5), 66-66.
Simonson, M., & Maushak, N. (2001). Instructional technology and attitude change. In D. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology. Mahway, New Jersey: Lawrence Erlbaum Associates. Pp. 984-1016.
Smith, P., & Ragan, T. J. (1999). Instructional design. New York: John Wiley & Sons.
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248
Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5-22.
Zimbardo, P. G., & Leippe, M. R. (1991). The psychology of attitude change and social influence. New York: McGraw-Hill.