Digital Competencies in Quality Professional Teacher Preparation in Ghana: The Role of Accreditation

• In Event: Highlighted Session: Digital Frontiers in Teacher Education

Proposal

This paper assesses the importance of accreditation in ensuring that initial teacher preparation in Ghana addresses the crucial role digital technologies play in the modern-day classroom. Digitalization, automation, technological advances, and the changing nature of work globally mean that young people need new skills, knowledge, and competencies to succeed in this dynamic and globalized labor market. The 21st-century teacher must demonstrate knowledge and understanding of digital technologies in their classroom practices. Therefore, teacher education institutions' training programs are needed to guarantee that student teachers have sufficient access to acquire digital skills that can influence classroom delivery when they qualify as newly trained teachers in Ghana. Accreditation certification is required as official recognition of the ability of teacher education providers to offer specific learning programs and outcomes that adhere to national requirements. The review was part of a broader one that focused on curriculum development and the experience of teacher education institutions in the curriculum accreditation process. A thorough review of the relevant documentation and instruments for accreditation and related policies on digital technology as well interviews of stakeholders was conducted. The study identified the unique challenges in Ghana's teacher education system, such as the lack of consistency in policies, variability in the interpretation of policy objectives, and pervasive constraints in the school system. These challenges necessitated a clear articulation of the attributes defining a high-quality, fit-for-purpose teacher with solid competencies in digital technology use at the national level, a significant plank of the Ministry for Education's transformative vision for teacher preparation. The vision is to enhance the quality of teacher education and more considerable application of digital technologies as a tool for teaching and learning, leading to improved learning outcomes in pre-tertiary education. The potential of digital technologies to significantly enhance learning outcomes is a cause for optimism, which can be realized through teacher professional development, specifically through curriculum modifications and reform. The review also discusses emerging trends in licensing Ghanaian teachers and the impact on teacher training and professional growth. It is argued that improving teacher education and acquiring skills and competencies in digital technology use is crucial to the holistic preparation of the teacher and, subsequently, to enhancing learning outcomes in Ghana's pre-tertiary education system. To ensure the effectiveness and sustainability of the transformative agenda, effective collaboration among all stakeholders, including universities, teacher training institutions, teachers, and regulatory bodies, is essential. The paper concludes by acknowledging the regulatory role of curriculum accreditation and its potential to promote professionalism within the teaching profession in Ghana.

Authors

• Mohammed Salifu, Kwame Nkrumah University of Science and Technology

• Solomon Akwasi Addae-Boahene, T-TEL