Teacher-Trainees’ Varying Curriculum Conceptions of Social Studies in the Colleges of Education in Ghana

Abstract

Researching on teacher-trainees’ varying curriculum conceptions of Social Studies in the Colleges of Education in Ghana has become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education.

The research methods chosen for this study are; both qualitative and quantitative (mixed method). The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitude building skills and behavioural change. It was recommended that Citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well framed and properly imparted by teachers

Keywords: Citizenship Education, Conceptions, Education, Social Studies

Unique Article ID: GJAHSS-249B

Article Review Status: Review Completed - Accepted (Pay Publication Fee)

If your article’s review has been completed, please ensure you check your email for feedback.

Creative Commons Licence
This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

  • Our Journal Publishing Partners