Investigating the Knowledge and Practice of Learner-Centered Pedagogy Among Tutors of Colleges of Education in the Ashanti Region, Ghana

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Teacher Preparation: Abolitionist Praxis, Learner-Centered Pedagogy, and Social Issues and Action (Table 15)

Abstract

Ghana passed the Colleges of Education Act 847 in 2018. Since the passage, much concerns are raised among the stakeholders concerning learner-centered pedagogy. However, all the studies relating to learner-centered pedagogy focus on teachers in Basic and Senior High Schools, ignoring tutors of Colleges of Education who are require to serve as mentors of practice of learner-centered pedagogy. The study investigates the knowledge and practice of learner- centered pedagogy among tutors of Colleges of Education in the Ashanti Region of Ghana. It employs convergent mixed methods design with a study sample of 176 tutors. Data are collected using questionnaire, semi-structured interviews and observation. The study, on the basis of pilot study, expects low level of knowledge and practice of learner-centered-pedagogy among tutors in the Ashanti Region of Ghana.

Author

• Samuel Dontoh, Offinso College of Education
  Presenting Author