| _version_ | 1866902332996845568 |
|---|---|
| author | Ameyaw, Mary Adongo, Samuel Kweku, Joseph Atiak, Jane |
| author_facet | Ameyaw, Mary Adongo, Samuel Kweku, Joseph Atiak, Jane |
| contents | <p>Teacher professional development (TPD) initiatives have been implemented in Ghana to enhance educational quality and student learning outcomes. An action research approach was employed, involving teachers' self-reflection, peer feedback sessions, and curriculum integration workshops. Data were collected through pre- and post-assessments of students' academic performance and observations of classroom interactions. There was a significant improvement in students' problem-solving skills and critical thinking marked by an increase of 15% in test scores across all subjects after the TPD intervention. TPD programmes significantly enhanced teachers' instructional methods, leading to better academic performance among students. Further research is recommended to explore long-term impacts. Schools should integrate regular teacher training into their curriculum and monitor the effectiveness of these programmes through ongoing evaluations. Teacher professional development, student learning outcomes, Ghanaian education</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18817974 |
| institution | Zenodo |
| language | eng |
| publishDate | 2005 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Teacher Professional Development and Student Learning in Ghana: An Action Research Study Ameyaw, Mary Adongo, Samuel Kweku, Joseph Atiak, Jane Geographic Terms: African Methodological: Action Research Formative Assessment Theoretical: Constructivism Teacher Education Professional Development Curriculum Implementation Student Achievement <p>Teacher professional development (TPD) initiatives have been implemented in Ghana to enhance educational quality and student learning outcomes. An action research approach was employed, involving teachers' self-reflection, peer feedback sessions, and curriculum integration workshops. Data were collected through pre- and post-assessments of students' academic performance and observations of classroom interactions. There was a significant improvement in students' problem-solving skills and critical thinking marked by an increase of 15% in test scores across all subjects after the TPD intervention. TPD programmes significantly enhanced teachers' instructional methods, leading to better academic performance among students. Further research is recommended to explore long-term impacts. Schools should integrate regular teacher training into their curriculum and monitor the effectiveness of these programmes through ongoing evaluations. Teacher professional development, student learning outcomes, Ghanaian education</p> |
| title | Teacher Professional Development and Student Learning in Ghana: An Action Research Study |
| topic | Geographic Terms: African Methodological: Action Research Formative Assessment Theoretical: Constructivism Teacher Education Professional Development Curriculum Implementation Student Achievement |
| url | https://doi.org/10.5281/zenodo.18817974 |