By supporting the development of a useful human resource, education is one of the areas that promotes national development. A society with intelligent citizens who can contribute to constructive social change and economic advancement is one that has strong educational institutions. The individuals use the abilities they learnt in school to produce a positive social change and its accompanying economic development. One person acts as our collective “teacher” and facilitates the learning of these talents. Because of this, countries looking to progress economically and socially should not disregard the importance of teachers to a country’s development.
The main force behind kids’ academic success is their teachers. The effectiveness of instructors typically affects not just the quality of instruction but also the performance of the pupils they instruct. Therefore, instructors themselves should have the highest education possible so that they can aid in providing pupils with the best possible instruction. To a significant part, effective training will guarantee that instructors are of the highest caliber, enabling them to effectively manage classes and promote learning. Because of this, even in nations where children frequently perform well on international examinations like the Trends in Mathematics and Science Study (TIMSS), teacher quality is still a cause for worry. Due to its ability to improve students’ academic performance, teacher education is of utmost significance in these nations.
In practically all nations, the organization of teacher education is always evolving in an effort to produce educators who are aware of students’ current requirements or simply to meet the demand for instructors. The adjustments are made in an effort to generate instructors of high caliber and, on occasion, just to keep teachers in the classrooms. The No Child Left Behind Act’s recommended strategies have mostly been used to inspire high-quality teacher recruitment in the United States for the last 10 or so years (Accomplished California Teachers, 2015). Even in Japan and other Eastern nations where there are more teachers than are required and where mechanisms have been put in place to guarantee the production and employment of high quality instructors, problems with the quality of the teacher and the instruction are still a cause for worry (Ogawa, Fujii, & Ikuo, 2013). So, wherever, teacher education is not to be taken lightly. There are two sections to this article. It initially addresses the teacher training program in Ghana before moving on to various factors that influence good teaching.
2.0 EDUCATION OF TEACHERS
Ghana has made conscious efforts to fill the classrooms of her primary schools with qualified instructors. According to Benneh (2006), Ghana’s goal for teacher education is to offer a comprehensive program through the provision of initial teacher training and in-service training programs, which will result in competent teachers and help boost the efficiency of teaching and learning in schools. Up until very recently, the University of Education, University of Cape Coast, Central University College, and other higher schools conducted the first teacher education curriculum for Ghana’s basic school teachers. The Colleges of Education offer tuition while the University of Cape Coast, through the Institute of Education, examines and awards certificates, which is the most glaring difference between the programs offered by the other tertiary institutions. While Universities teach, examine, and award certificates to their students.
