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Top Multidisciplinary Research Journal
Vol. 8 No. 3 (2023): May-June
Original Articles

CULTIVATING EXCELLENCE: EXPLORING IN-SERVICE REQUIREMENTS FOR JUNIOR HIGH SCHOOL SCIENCE INSTRUCTORS IN CENTRAL GHANA

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  • Kwame,
  • Akosua Yaa
Kwame
University of Education, Winneba, Ghana
Akosua Yaa
St. Thomas Aquinas Senior High School, Accra, Ghana

Published 2023-09-22

Keywords

  • Science education, Professional development, Needs assessment, Teacher training, Curriculum reform

How to Cite

Adu, K. M. A., & Boateng, A. Y. B. (2023). CULTIVATING EXCELLENCE: EXPLORING IN-SERVICE REQUIREMENTS FOR JUNIOR HIGH SCHOOL SCIENCE INSTRUCTORS IN CENTRAL GHANA. Top Multidisciplinary Research Journal, 8(3), 25–50. Retrieved from https://topjournals.org/index.php/TMRJ/article/view/769

Copyright (c) 2023 Top Multidisciplinary Research Journal

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

Ghana's commitment to advancing science and technology education as a catalyst for economic growth underscores the imperative of achieving "science for all." This aspiration has spurred significant transformations in the country's science curricula since 2007, aimed at addressing the diverse needs of individuals, society, and the nation. However, implementing these innovations has posed substantial challenges for science educators, demanding not only mastery of new skills and content but also fundamental shifts in their pedagogical approaches. This paper explores the critical role of professional development in equipping science teachers with the necessary knowledge, skills, and competencies to navigate these educational reforms effectively.

Despite the recognized importance of professional development, traditional approaches often fall short in meeting the nuanced needs of science teachers. The prevailing top-down, one-shot, lecture-based model of in-service training has frequently proven ineffective and demotivating for educators. Such approaches fail to align with the unique needs, experiences, and knowledge bases of teachers or the practical realities they face in the classroom. Consequently, many educators perceive these programs as time-wasting and disengaging.

In contrast, this study underscores the significance of aligning in-service training programs with the specific needs, interests, and preferences of science teachers. A needs assessment, as advocated by Rossett (1997), emerges as a pivotal tool for identifying the areas where teachers seek support and the types of training that will best serve their professional growth. This approach is essential in ensuring that professional development becomes a dynamic and responsive vehicle for enhancing teacher knowledge, skills, and judgment.

Moreover, the paper emphasizes that effective in-service training should not be a one-size-fits-all endeavor but a carefully tailored curriculum rooted in an understanding of the unique challenges faced by science educators. The alignment between teacher needs and in-service training design can foster strong correlations between teacher knowledge and student achievement. By engaging teachers as active participants in the planning and implementation process, educators, policy makers, and reformers can create professional development programs that are not only effective but also motivating and empowering for science teachers.

In conclusion, this research advocates for a paradigm shift in the design and implementation of in-service training programs for science teachers in Ghana. It highlights the importance of conducting comprehensive needs assessments to ensure that professional development efforts are relevant and impactful. By empowering science educators with the knowledge and skills they require to excel in a rapidly evolving educational landscape, Ghana can better realize its vision of "science for all" and lay a strong foundation for sustainable economic growth.

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