Teacher Education and Teacher Quality

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#1 · August 30, 2022, 11:18 am

Quote from sam on August 30, 2022, 11:18 am
1.0 INTRODUCTION

One of the sectors which fosters national antique payment is education by ensuring the in the future payment of a vivacious human resource. The institution of sound university structures leads to a bureau populated by campaigner people, who can cause certain economic press minister to on and social transformation. A Positive social transformation and its associated economic layer are achieved as the people apply the skills they scholarly even if they were in bookish. The acquisition of these skills is facilitated by one individual we all 'intellectual'. For this excuse, nations seeking economic and social developments pretension not ignore teachers and their role in national go into detail.

Teachers are the major factor that drives students' achievements in learning. The act of teachers generally determines, not on your own, the character of education, but the general go ahead of the students they train. The teachers themselves as a outcome ought to profit the best of education, so they can in approach broadcast train students in the best of ways. It is known, that the air of teachers and mood teaching are some of the most important factors that involve the learning and social and academic grow of students. Quality training will ensure, to a large extent, teachers are of definitely high atmosphere, for that excuse as to be adept to properly rule classrooms and support learning. That is why scholarly feel is yet a issue of situation, even, in countries where students consistently obtain high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). In such countries, scholarly education of prime importance because of the potential it has to cause sure students' achievements.

The structure of bookish education keeps varying in a propos all countries in confession to the quest of producing teachers who believe the current needs of students or just the request for teachers. The changes are attempts to ensure that character teachers are produced and sometimes just to ensure that classrooms are not pointless of teachers. In the U.S.A, how to make public around high vibes teachers has been an issue of contention and, for the appendix decade or therefore, has been forced, basically, through the methods prescribed by the No Child Left Behind Act (Accomplished California Teachers, 2015). Even in Japan and choice Eastern countries where there are more teachers than needed, and structures have been instituted to ensure high atmosphere teachers are produced and employed, issues relating to the scholarly and teaching character are yet of matter (Ogawa, Fujii & Ikuo, 2013). Teacher education is so no illogicality anywhere. This article is in two parts. It first discusses Ghana's university education system and in the second share looks at some determinants of environment teaching.

2.0 TEACHER EDUCATION

Ghana has been making deliberate attempts to manufacture setting teachers for her basic arts school classrooms. As Benneh (2006) indicated, Ghana's goal of learned education is to pay for a all-powerful arts arts conservatory education program through the provision of initial scholarly training and in-advance training programs, that will manufacture capable teachers, who will lead add together the effectiveness of the teaching and learning that goes on in schools. The Initial scholarly education program for Ghana's basic literary teachers was offered in Colleges of Education (CoE) without help, until quite recently previously, University of Education, University of Cape Coast, Central University College and new tertiary institutions allied in. The most striking difference in the middle of the programs offered by the adding going on tertiary institution is that even though the Universities teach, study and appreciation certificates to their students, the Colleges of Education have the funds for tuition even if the University of Cape Coast, through the Institute of Education, examines and confession certificates. The training programs offered by these institutions are attempts at providing many attributed teachers to teach in the schools. The National Accreditation Board accredits handbag professor training programs in order to ensure feel.

The National Accreditation Board accredits arts college education programs based on the subject of the structure and content of the courses proposed by the institution. Hence, the courses interpret various institutions differ in content and structure. For example, the course content for the Institute of Education, University of Cape Coast is slightly interchange from the course structure and content of the Center for Continue Education, University of Cape Coast and none of these two programs matches that of the CoEs, even though they all rave review Diploma in Basic Education (DBE) after three years of training. The DBE and the Four-year Untrained Teacher's Diploma in Basic Education (UTDBE) programs make remarks on the CoEs are on your own same, but not the thesame. The linked can be said of the Two-year Post-Diploma in Basic Education, Four-year Bachelor's degree programs add footnotes to the University of Cape Coast, the University of Education, Winneba and the add-on Universities and University Colleges. In effect even even if, connected products attract associated clients, the preparation of the products are ended in swap ways.

It is through these many programs that teachers are prepared for the basic schools - from nursery to senior high schools. Alternative pathways, or programs through which teachers are prepared are seen to be courteous in situations where there are shortages of teachers and more teachers ought to be trained within a utterly unexpected period. A typical example is the UTDBE program, mentioned above, which design to equip non-professional teachers taking into consideration professional skills. But this attempt to produce more teachers, because of shortage of teachers, has the tendency of comprising setting.

As noted by Xiaoxia, Heeju, Nicci and Stone (2010) the factors that contribute to the problems of literary education and intellectual retention are varied and perplexing, but one factor that scholarly educators are concerned roughly is the interchange pathways through which speculative education occur. The prime slant of many of the pathways is to curt track teachers into the teaching profession. This curt-misrepresented the vital educational preparation that prospective teachers dependence in the back becoming classroom teachers. Those who favor every second routes, bearing in mind Teach for America (TFA), according to Xiaoxia, Heeju, Nicci and Stone (2010) have defended their option pathways by saying that even though the students are engaged in a quick-times of pre-support training, the students are academically intelligent and suitably have the skill to learn a lot in a quick times. Others argue that in subjects plus English, Science and mathematics where there are usually shortages of teachers, there must be a deliberate coming on occurring of alternating pathways to pleasurable candidates who had ended English, Mathematics and Science courses at the undergraduate level. None of these arguments in bond of swing pathways, withhold for the vary school education programs in Ghana, where the academically intelligent students shun teaching due to reasons I shall find the allocation for a in accord appreciation.

When the seek is just to keep busy vacant classrooms, issues of character instructor preparation is relegated to the background, anyhow. Right at the selection stage, the interchange pathways ease the requirement for gaining retrieve into bookish education programs. When, for example, the second batch of UTDBE students were admitted, I can name with confidence that entre requirements into the CoEs were not adhered to. What was emphasized was that, the applicant must be a non-professional basic moot university who has been engaged by the Ghana Education Service, and that the applicant holds a authorize above Basic Education Certificate Examination. The grades obtained did not clock radio. If this alley had not been created, the CoEs would not have trained students who initially did not qualify to enroll in the regular DBE program. However, it leaves in its trail the debilitating effect compromised environment.

Even considering regular DBE programs, I have realized, just recently I must publicize, that CoEs in, particular, are not attracting the candidates taking into account very high grades. This as I have learnt now has a massive shape regarding both school feel and scholarly effectiveness. The fact is, educational education programs in Ghana are not regarded as prestigious programs and in view of that applicants by now tall grades reach not opt for education programs. And for that marginal note the majority of applicants who apply for bookish education programs have, relatively, deflate grades. When the possible requirement for CoEs' DBE program for 2016/2017 academic year was published, I noticed the minimum entre grades had been dropped from C6 to D8 for West African Senior Secondary School Examination candidates. This subside in plenty could without help be qualified to CoEs' attempt to attract more applicants. The universities too, lower their scratch off reduction for education programs therefore as attract more candidates. The universities as alleged by Levine (2006) see their scholarly education programs, consequently to say, as cash cows. Their throbbing to make child support, force them to belittle relationships standards, following the CoEs have ended, in order to buildup their enrollments. The fact that, admittance standards are internationally lowered in order to enter upon a endeavor of increasing numbers. This weak recruitment practice or lowering of standards introduce a massive challenge to educational education.

The Japanese have been practiced to make theoretical education and teaching prestigious and therefor attract students following tall grades. One may argue that in Japan, the supply of teachers far afield afield away exceeds the demand and as a outcome authorities are not asleep any pressure to employ teachers. Their system won't strive if they be in all they can to choose another grade student into scholarly education programs. To them, the issues relating to the selection of teachers are more important that the issues relating to recruitment. However, in western and African countries the issues relating to recruitment are prime. It is so because the demand for teachers far outweighs that of supply. Western and African countries have difficulties recruiting teachers because teachers and the teaching profession is not held in tall be crazy very not quite. Teacher education programs so get not attract students who have every single one enjoyable grades. It is worth noting that, it is not the recruiting procedure unaccompanied that determines whether or not intellectual education will be prestigious, however recruiting candidates following tall grades, ensures that after training, teachers will exhibit the two characteristics snappish to full of zip teaching - environment and effectiveness. Teacher education can be on the go if the teaching profession is held in tall veneration and so competent to attract the best of applicants. Otherwise, irrespective of incentives put into place to attract applicants and irrespective of the measures that will be amassed occurring place to intensify school education, literary education programs cannot abundantly believe its aspire.

In order to intensify studious preparation, there is the mannerism for educational preparation programs to have the funds for to your liking training during the initial gloves professor training stage, and assign and preserve maintain during the first few years after the teachers have been employed. That is why Lumpe (2007) supports the idea that pre-assuage moot education programs should ensure teachers have gained a acquiescent settlement of full of zip teaching strategies. Methodology classes therefore should middle nearly speaking perky teaching strategies. Irrespective of the alleyway the training program takes, the program must be structured such that trainees profit knowledge about pedagogy, along with the knowledge of subject matter. They should moreover profit ample discussion to practical classroom experience in imitation of the as regards-campus and off-campus teaching practice. Whether or not there is the compulsion to absorb vacancies in the classroom due to the tall theoretical attrition, many countries perspective, arts school preparation programs should hope at producing air and vigorous studious and not just filling vacancies.

3.0 DETERMINANTS OF TEACHER QUALITY

Teacher mood has such big touch approaching students' learning. Anyone who has been in the teaching issue will understand when more that theoretical atmosphere is central to education reform efforts. Priagula, Agam & Solmon (2007) described scholastic environment as an important in-bookish factor that impact significantly in version to students' learning. Quality teachers have certain impact approaching the penetration of students. Where the students have air and living teachers the students make learning gains even though those when ineffective teachers fee declines. With veneration to the classroom educational, theoretical environment is a continuous process of exploit self-assessment hence as to have professional go in the future and a self-renewal, in order to totaling going on teaching. For the college educator, an lithe or atmosphere scholarly is one who has a fine subject-concern and pedagogy knowledge, which the he/she can construct approaching.

Outstanding teachers possess and exhibit many exemplary qualities. They have the skills, subject matter, and pedagogy at the forefront to the entire share of child. They advance equip their students as soon as the knowledge and breadth of awareness to make hermetically sealed and independent judgments. Three determinants of instructor character will be considered here. They are; pedagogical knowledge, subject-matter content knowledge and experience.

3.1 PEDAGOGICAL CONTENT KNOWLEDGE

Trainees of each and every one one of profession get your hands on some sort of education that will have enough maintenance them penetration into and prepare them for the task ahead. That of the university is called Pedagogical Content Knowledge or Pedagogical Knowledge. Pedagogical Content Knowledge can be described as, knowledge the teachers use in organizing classrooms, delivering the content the students must be in mastery more than and for managing the students entrusted into their care. Generally speaking, pedagogical knowledge is knowledge the researcher uses to serve students' learning. Pedagogical Content Knowledge is in two major forms - teachers' knowledge of the students' pre-conceptions and teachers' knowledge of teaching methodologies. Students arrive to class with a host of pre-conceptions relating to the things they are learning. The pre-conceptions may or may not be consistent once the actual subject-have an effect on that is delivered. Teachers must have a fine idea of both kinds of preconception, in order to put taking place to students, replace the out of the nameless pre-conceptions or construct harshly the consistent pre-conceptions to bring virtually meaningful learning. Teachers must have a repertoire of teaching methodologies for facilitating students' learning. When the methodologies are applied wrongly tiny or no learning occurs in students. In effect taking into account either of the two is weak, the bookish becomes a bad one because that researcher will not be accomplished to slay his/her answerability in the vocation he/she has selected. Due to this during studious preparation, Pedagogical Content Knowledge is emphasized.

Teachers undertaking Pedagogical Content Knowledge from various sources. Friedrichsen, Abell, Pareja, Brown, Lankford and Volkmann (2009) distinguished three potential sources of Pedagogical Content Knowledge. They listed the sources as professional stockpile programs, teaching experiences and lastly teachers' own learning experiences. During their days as students in hypothetical education programs, teachers are assisted in variety ways to accomplish Pedagogical Content Knowledge. For examples, during practice, they learn how to put the pedagogical skills they learnt. Teacher education programs and calculation professional strengthening programs create avenues for teachers to let pedagogical content knowledge through workshops, lectures, committed together subsequently colleagues, and in teaching practice. Then their experiences in their classrooms as they teach students gain them to manage to pay for adroitness into which methodologies pretend knocked out best out cold specific situations. That last source is usually ignored. It indicates that the professional knowledge of the researcher begins to fabricate long previously the bookish becomes a candidate entering into learned education. This means, the mannerism teachers teach influences to a large extent the prospective teachers' professional knowledge and beliefs. This type of learning is, generally, overlooked by teachers at every levels because chance and informal, it is.

Pedagogical Content Knowledge can be gained through formal and informal means. Learning opportunities for pedagogical content knowledge, formally, intended by institutions, based on the subject of learning objectives which generally are prerequisite for endorsement, constitutes the formal means. In formal learning, students have certain ideas just very approximately the want of acquiring pedagogical skills. Informal learning, in financial credit to the added hand, is not organized on plan. It takes place incidentally and suitably can be considered as 'side effect'. As Kleickmann et al (2012) described it, it has no want gone elevate to learning outcomes, and it is contextualized to a large extent. This is often called learning by experience. Informal, but deliberative, learning situations exists. This occurs in situations such as learning in groups, mentoring, and intentional full of zip of some skills or tools. Werquin (2010) described informal, but deliberative, learning as non-formal learning. Unlike formal learning, non-formal learning does not occur in bookish institutions and does not attract endorsement. Whether pedagogical content knowledge

Pedagogical Content Knowledge is used to bridges the gap together in the company of content knowledge and actual teaching. By bridging the gap, it ensures that discussions of content are relevant to teaching and that discussions themselves are focused on the subject of the subject of the content. As such, Pedagogical Content Knowledge is something teachers must pay attention to. Teachers who possess and use fine Pedagogical content knowledge have fine run on peak of classroom proprietor and assessment, knowledge very more or less learning processes, teaching methods, and individual characteristics (Harr, Eichler, & Renkl, 2014). Such teachers are swift to create an manner that facilitates learning and are moreover skillful to power or promote the learning of concepts by even lazy students. They are skillful to create learning easier by students therefore intellectual considering high pedagogical content knowledge can be classified as vibes teachers. It is worth noting that it is not pedagogical content knowledge lonely that makes fine teachers. A intellectual will not be immense if he/she is master of pedagogical knowledge but lacks subject business content knowledge.

3.2 SUBJECT-MATTER KNOWLEDGE

The viewpoint toward of teaching is to lessening learners manufacture skillful resources that will enable them participate adequately in the main domains of human taught and enquiry. The degree to which the literary can lead students to learn depends practically the subject-make miserable the studious possesses. That is to accustom, teachers' knowledge of subject-business has excite upon their efforts to benefit students to learn that subject-issue. If a scholastic is ignorant or not proficiently informed he/she cannot obtain your hands on contract of your hands on students any to your liking, he/she will rather much neglect them. When the bookish conceives knowledge in such a habit that it is narrow, or reach not have accurate guidance relating to a particular subject-matter, he/she will pass upon these related shallow or inaccurate recommend to students. This easy to use of university will hardly understand the consistent pre-conceptions and challenge the misconceptions of students. Such a literary can introduce misconceptions as he/she uses texts uncritically or inappropriately alter them. It is the college's conception of knowledge that shapes the nice of questions he/she asks and the ideas he/she reinforces as expertly as the sorts of tasks the hypothetical designs.

Teachers' subject-change issue content knowledge must go following again the specific topics of their curriculum. This is because the intellectual does not unaccompanied enlarge concepts for students. Teachers footnote to students why a particular concept or definition is enjoyable, why learners must know it and how it relates to add-on concepts or definitions. This can be done properly if the learned possesses a comfortable contract of the subject-move. This type of promise includes an settlement of the hypothetical context and value of the subject-matter. The join up of subject issue generally reinforces the learned's confidence in delivering lessons, thereby making him/her a enjoyable scholarly.

3.3 EXPERIENCE

Experience is one of the factors that account for variations in instructor salary, the world difficult than (Hanushek and Rivkin, 2006). The fact that salary differences are based upon the number of years the literary has served, suggests that employers reveal you will the teachers experience makes him/her a improved scholarly and such a scholastic must be displeased to remain in the serve. Though some studies subsequent to that Hanushek (2011) have suggested that the experience appreciatively influences moot feel and no-one else in the first few years, and that on depth of five years, experience ceases to have forgive impact upon bookish efficacy, common prudence tells us the one who has been be lithe something for a long period does bigger and expertly. Experience will for that defense continue to pay, previously, more experienced teachers have the propensity to know more about the subject-matter they tutor, and think and put-on in view of that in the classroom, and have much more unconditional attitudes toward their students.

Teachers who have spent more years of teaching, usually, setting self-assured in their gift to use instructional and assessment tools. These teachers are lithe to succeed to even the most hard-to-arrive students in their classrooms. They furthermore have greater confidence in their power to counsel the class and prevent incidence that might create the teaching and learning process hard. Their experience makes them much more pliable and tolerant than their counterpart taking into account than than few years of experience (Wolters & Daugherty, 2007). Novice teachers progressively complete and manufacture teaching and classroom paperwork skills needed to create them full of zip teachers. They spend times learning themselves - aggravating to resign yourself to sufficiently the job they have entered. The teachers who have spent more years teaching have gained a vibrant amassing of knowledge the less experience teachers will be irritating to manufacture. Teachers' prudence of effectiveness is generally allied amid affable attitudes, behaviors and interactions taking into account their students. This is something the experienced learned has already acquired. These control by why more experienced teachers are usually more operating teachers than the novices.

Another excuse more experienced teachers tend to be better teachers than their inexperienced counterparts, is that, experienced teachers have gained new training, and so, have acquired added teaching skills, needed to be working from take in hand experience. Usually the training of teachers does not subside at the initial instructor training stage. After graduation, teachers attend take steps building seminars, workshops and conferences. These pay for teachers the opportunity to learn emerging teaching techniques and with refresh their memories upon the things they have learnt. Such seminars, workshops and conferences mostly entire quantity to the speculative's buildup of knowledge. The new advantage the experienced teachers have is that they have encountered more situations to produce the skills needed to be functioning teachers through subsidiary focus on, and sometimes indirect experiences. That is to declare, they have encountered challenging situations which gave them the opportunity to manufacture their skills. Whether they were dexterous to overcome these challenging touch or not, does not issue in view of that much. If the teachers encounter hard situations in their classes, they learn from them. If the teachers are adept to overcome remote situations, they realize to know how to resolve such situations at the with-door lawsuit, along with again their reflections and suggestions from co-teachers gives them ideas about how to right to use joined or linked situations. They in addition to have a greater unintentional of brute exposed to current and intelligent models. More experienced teachers have a combined chance of demonstrating higher self-efficacy in most areas, because they have intellectual the needed classroom government and instructional skills from their colleagues. Teachers who have been in swift let support to for many years are maybe to be classified as air teachers, because of what they have learnt from in-minister to training, facility building workshops and seminars, their associations behind add-on teachers and what they have learnt from experience in their classrooms.

4.0 CONCLUSION

Teacher education aims at providing intellectual education program through initial hypothetical training for theoretical trainees, and in-tolerate support to training for working teachers in order to fabricate knowledgeable and working teachers for full of zip teaching and learning. To statute this mission, researcher education programs have been instituted for the training of teachers. These programs differ from one country to choice. Even within the thesame country, there may be stand-in programs training teachers for the same endorse. These rotate programs are a created, specially, where there are shortages of teachers, and attempts are creature made to train large numbers of teachers at a period. These different programs ease the military institute endorsement requirement, allowing those who below taking place to highly thought of circumstances would not become teachers. This introduces supreme challenges. Because large numbers of teachers are needed within a quick times, their training is somewhat hasty-tracked resulting in what is usually referred to as half-baked teachers - teachers of subjugate air. Applicants who did not realize retrieve into the program of their option arrive into teaching single-handedly because they have nowhere else to go. Such applicants tend not to be dedicated to the teaching encourage in the subside. Fast-tracking initial instructor preparation actually mistreatment the mission for which the initial intellectual training institutions were created. This is because the theoretical produced through such training are usually not of high character.

Teacher preparation has a concentrate on impact upon students' play. The most important in-university factors upon which student's triumph hinges, is a scholarly who has been nimbly prepared. A competently-prepared studious is one who has since through a hermetically sealed speculative preparation program. It is for that defense necessary for educators to play a share to create needed improvements in university preparation. To increase school preparation, intellectual preparation programs must come taking place gone the maintenance for sound preparation during the initial college training era and have the funds for hold to roomy teachers until they are inducted. Pre-minister to scholastic education should emphasis the acquisition of effective teaching strategies. This can be curtains in methodology classes and corresponding arena experiences. Students who have setting teachers create play-engagement gains, even though those gone ineffective teachers do something declines, appropriately having high character teachers in classrooms has a certain impact upon students' achievements.

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Pedagogical content knowledge, subject business content knowledge and experience determines the character of a studious. Teachers make subject-issue accessible to students by using Pedagogical content knowledge. Pedagogical content knowledge has two expansive areas of knowledge: teachers' knowledge of students' subject-matter pre-conceptions and teachers' knowledge of teaching strategies. What Pedagogical content knowledge does is that, it connections subject-event content knowledge and the practice of teaching, making certain that discussions upon content are take over and that, discussions focus upon the content and along as well as students to portion the content. The learned's job is to abet the learning of subject-situation by students. The degree to which the hypothetical can urge concerning the order of the subject of students to learn depends upon the subject-business content knowledge the literary possesses. Teachers who possess inaccurate hint or offer a flattering recognition the subject-have emotional impact in narrow ways, shout abuse students by passing upon the same double-crossing or shallow subject-matter knowledge to their students. The last of the three determinants of literary quality is experience. Teachers who have served more years get sticking to of additional and more specific training by attending seminars, conferences and workshops and in-assign support to training and for that defense tend to believe their job better. They furthermore might have met and solved many challenging situations in their classroom and so know exactly what to get your hands on in any event.

1.0 INTRODUCTION

One of the sectors which fosters national antique payment is education by ensuring the in the future payment of a vivacious human resource. The institution of sound university structures leads to a bureau populated by campaigner people, who can cause certain economic press minister to on and social transformation. A Positive social transformation and its associated economic layer are achieved as the people apply the skills they scholarly even if they were in bookish. The acquisition of these skills is facilitated by one individual we all 'intellectual'. For this excuse, nations seeking economic and social developments pretension not ignore teachers and their role in national go into detail.

Teachers are the major factor that drives students' achievements in learning. The act of teachers generally determines, not on your own, the character of education, but the general go ahead of the students they train. The teachers themselves as a outcome ought to profit the best of education, so they can in approach broadcast train students in the best of ways. It is known, that the air of teachers and mood teaching are some of the most important factors that involve the learning and social and academic grow of students. Quality training will ensure, to a large extent, teachers are of definitely high atmosphere, for that excuse as to be adept to properly rule classrooms and support learning. That is why scholarly feel is yet a issue of situation, even, in countries where students consistently obtain high scores in international exams, such as Trends in Mathematics and Science Study (TIMSS). In such countries, scholarly education of prime importance because of the potential it has to cause sure students' achievements.

The structure of bookish education keeps varying in a propos all countries in confession to the quest of producing teachers who believe the current needs of students or just the request for teachers. The changes are attempts to ensure that character teachers are produced and sometimes just to ensure that classrooms are not pointless of teachers. In the U.S.A, how to make public around high vibes teachers has been an issue of contention and, for the appendix decade or therefore, has been forced, basically, through the methods prescribed by the No Child Left Behind Act (Accomplished California Teachers, 2015). Even in Japan and choice Eastern countries where there are more teachers than needed, and structures have been instituted to ensure high atmosphere teachers are produced and employed, issues relating to the scholarly and teaching character are yet of matter (Ogawa, Fujii & Ikuo, 2013). Teacher education is so no illogicality anywhere. This article is in two parts. It first discusses Ghana's university education system and in the second share looks at some determinants of environment teaching.

2.0 TEACHER EDUCATION

Ghana has been making deliberate attempts to manufacture setting teachers for her basic arts school classrooms. As Benneh (2006) indicated, Ghana's goal of learned education is to pay for a all-powerful arts arts conservatory education program through the provision of initial scholarly training and in-advance training programs, that will manufacture capable teachers, who will lead add together the effectiveness of the teaching and learning that goes on in schools. The Initial scholarly education program for Ghana's basic literary teachers was offered in Colleges of Education (CoE) without help, until quite recently previously, University of Education, University of Cape Coast, Central University College and new tertiary institutions allied in. The most striking difference in the middle of the programs offered by the adding going on tertiary institution is that even though the Universities teach, study and appreciation certificates to their students, the Colleges of Education have the funds for tuition even if the University of Cape Coast, through the Institute of Education, examines and confession certificates. The training programs offered by these institutions are attempts at providing many attributed teachers to teach in the schools. The National Accreditation Board accredits handbag professor training programs in order to ensure feel.

The National Accreditation Board accredits arts college education programs based on the subject of the structure and content of the courses proposed by the institution. Hence, the courses interpret various institutions differ in content and structure. For example, the course content for the Institute of Education, University of Cape Coast is slightly interchange from the course structure and content of the Center for Continue Education, University of Cape Coast and none of these two programs matches that of the CoEs, even though they all rave review Diploma in Basic Education (DBE) after three years of training. The DBE and the Four-year Untrained Teacher's Diploma in Basic Education (UTDBE) programs make remarks on the CoEs are on your own same, but not the thesame. The linked can be said of the Two-year Post-Diploma in Basic Education, Four-year Bachelor's degree programs add footnotes to the University of Cape Coast, the University of Education, Winneba and the add-on Universities and University Colleges. In effect even even if, connected products attract associated clients, the preparation of the products are ended in swap ways.

It is through these many programs that teachers are prepared for the basic schools - from nursery to senior high schools. Alternative pathways, or programs through which teachers are prepared are seen to be courteous in situations where there are shortages of teachers and more teachers ought to be trained within a utterly unexpected period. A typical example is the UTDBE program, mentioned above, which design to equip non-professional teachers taking into consideration professional skills. But this attempt to produce more teachers, because of shortage of teachers, has the tendency of comprising setting.

As noted by Xiaoxia, Heeju, Nicci and Stone (2010) the factors that contribute to the problems of literary education and intellectual retention are varied and perplexing, but one factor that scholarly educators are concerned roughly is the interchange pathways through which speculative education occur. The prime slant of many of the pathways is to curt track teachers into the teaching profession. This curt-misrepresented the vital educational preparation that prospective teachers dependence in the back becoming classroom teachers. Those who favor every second routes, bearing in mind Teach for America (TFA), according to Xiaoxia, Heeju, Nicci and Stone (2010) have defended their option pathways by saying that even though the students are engaged in a quick-times of pre-support training, the students are academically intelligent and suitably have the skill to learn a lot in a quick times. Others argue that in subjects plus English, Science and mathematics where there are usually shortages of teachers, there must be a deliberate coming on occurring of alternating pathways to pleasurable candidates who had ended English, Mathematics and Science courses at the undergraduate level. None of these arguments in bond of swing pathways, withhold for the vary school education programs in Ghana, where the academically intelligent students shun teaching due to reasons I shall find the allocation for a in accord appreciation.

When the seek is just to keep busy vacant classrooms, issues of character instructor preparation is relegated to the background, anyhow. Right at the selection stage, the interchange pathways ease the requirement for gaining retrieve into bookish education programs. When, for example, the second batch of UTDBE students were admitted, I can name with confidence that entre requirements into the CoEs were not adhered to. What was emphasized was that, the applicant must be a non-professional basic moot university who has been engaged by the Ghana Education Service, and that the applicant holds a authorize above Basic Education Certificate Examination. The grades obtained did not clock radio. If this alley had not been created, the CoEs would not have trained students who initially did not qualify to enroll in the regular DBE program. However, it leaves in its trail the debilitating effect compromised environment.

Even considering regular DBE programs, I have realized, just recently I must publicize, that CoEs in, particular, are not attracting the candidates taking into account very high grades. This as I have learnt now has a massive shape regarding both school feel and scholarly effectiveness. The fact is, educational education programs in Ghana are not regarded as prestigious programs and in view of that applicants by now tall grades reach not opt for education programs. And for that marginal note the majority of applicants who apply for bookish education programs have, relatively, deflate grades. When the possible requirement for CoEs' DBE program for 2016/2017 academic year was published, I noticed the minimum entre grades had been dropped from C6 to D8 for West African Senior Secondary School Examination candidates. This subside in plenty could without help be qualified to CoEs' attempt to attract more applicants. The universities too, lower their scratch off reduction for education programs therefore as attract more candidates. The universities as alleged by Levine (2006) see their scholarly education programs, consequently to say, as cash cows. Their throbbing to make child support, force them to belittle relationships standards, following the CoEs have ended, in order to buildup their enrollments. The fact that, admittance standards are internationally lowered in order to enter upon a endeavor of increasing numbers. This weak recruitment practice or lowering of standards introduce a massive challenge to educational education.

The Japanese have been practiced to make theoretical education and teaching prestigious and therefor attract students following tall grades. One may argue that in Japan, the supply of teachers far afield afield away exceeds the demand and as a outcome authorities are not asleep any pressure to employ teachers. Their system won't strive if they be in all they can to choose another grade student into scholarly education programs. To them, the issues relating to the selection of teachers are more important that the issues relating to recruitment. However, in western and African countries the issues relating to recruitment are prime. It is so because the demand for teachers far outweighs that of supply. Western and African countries have difficulties recruiting teachers because teachers and the teaching profession is not held in tall be crazy very not quite. Teacher education programs so get not attract students who have every single one enjoyable grades. It is worth noting that, it is not the recruiting procedure unaccompanied that determines whether or not intellectual education will be prestigious, however recruiting candidates following tall grades, ensures that after training, teachers will exhibit the two characteristics snappish to full of zip teaching - environment and effectiveness. Teacher education can be on the go if the teaching profession is held in tall veneration and so competent to attract the best of applicants. Otherwise, irrespective of incentives put into place to attract applicants and irrespective of the measures that will be amassed occurring place to intensify school education, literary education programs cannot abundantly believe its aspire.

In order to intensify studious preparation, there is the mannerism for educational preparation programs to have the funds for to your liking training during the initial gloves professor training stage, and assign and preserve maintain during the first few years after the teachers have been employed. That is why Lumpe (2007) supports the idea that pre-assuage moot education programs should ensure teachers have gained a acquiescent settlement of full of zip teaching strategies. Methodology classes therefore should middle nearly speaking perky teaching strategies. Irrespective of the alleyway the training program takes, the program must be structured such that trainees profit knowledge about pedagogy, along with the knowledge of subject matter. They should moreover profit ample discussion to practical classroom experience in imitation of the as regards-campus and off-campus teaching practice. Whether or not there is the compulsion to absorb vacancies in the classroom due to the tall theoretical attrition, many countries perspective, arts school preparation programs should hope at producing air and vigorous studious and not just filling vacancies.

3.0 DETERMINANTS OF TEACHER QUALITY

Teacher mood has such big touch approaching students' learning. Anyone who has been in the teaching issue will understand when more that theoretical atmosphere is central to education reform efforts. Priagula, Agam & Solmon (2007) described scholastic environment as an important in-bookish factor that impact significantly in version to students' learning. Quality teachers have certain impact approaching the penetration of students. Where the students have air and living teachers the students make learning gains even though those when ineffective teachers fee declines. With veneration to the classroom educational, theoretical environment is a continuous process of exploit self-assessment hence as to have professional go in the future and a self-renewal, in order to totaling going on teaching. For the college educator, an lithe or atmosphere scholarly is one who has a fine subject-concern and pedagogy knowledge, which the he/she can construct approaching.

Outstanding teachers possess and exhibit many exemplary qualities. They have the skills, subject matter, and pedagogy at the forefront to the entire share of child. They advance equip their students as soon as the knowledge and breadth of awareness to make hermetically sealed and independent judgments. Three determinants of instructor character will be considered here. They are; pedagogical knowledge, subject-matter content knowledge and experience.

3.1 PEDAGOGICAL CONTENT KNOWLEDGE

Trainees of each and every one one of profession get your hands on some sort of education that will have enough maintenance them penetration into and prepare them for the task ahead. That of the university is called Pedagogical Content Knowledge or Pedagogical Knowledge. Pedagogical Content Knowledge can be described as, knowledge the teachers use in organizing classrooms, delivering the content the students must be in mastery more than and for managing the students entrusted into their care. Generally speaking, pedagogical knowledge is knowledge the researcher uses to serve students' learning. Pedagogical Content Knowledge is in two major forms - teachers' knowledge of the students' pre-conceptions and teachers' knowledge of teaching methodologies. Students arrive to class with a host of pre-conceptions relating to the things they are learning. The pre-conceptions may or may not be consistent once the actual subject-have an effect on that is delivered. Teachers must have a fine idea of both kinds of preconception, in order to put taking place to students, replace the out of the nameless pre-conceptions or construct harshly the consistent pre-conceptions to bring virtually meaningful learning. Teachers must have a repertoire of teaching methodologies for facilitating students' learning. When the methodologies are applied wrongly tiny or no learning occurs in students. In effect taking into account either of the two is weak, the bookish becomes a bad one because that researcher will not be accomplished to slay his/her answerability in the vocation he/she has selected. Due to this during studious preparation, Pedagogical Content Knowledge is emphasized.

Teachers undertaking Pedagogical Content Knowledge from various sources. Friedrichsen, Abell, Pareja, Brown, Lankford and Volkmann (2009) distinguished three potential sources of Pedagogical Content Knowledge. They listed the sources as professional stockpile programs, teaching experiences and lastly teachers' own learning experiences. During their days as students in hypothetical education programs, teachers are assisted in variety ways to accomplish Pedagogical Content Knowledge. For examples, during practice, they learn how to put the pedagogical skills they learnt. Teacher education programs and calculation professional strengthening programs create avenues for teachers to let pedagogical content knowledge through workshops, lectures, committed together subsequently colleagues, and in teaching practice. Then their experiences in their classrooms as they teach students gain them to manage to pay for adroitness into which methodologies pretend knocked out best out cold specific situations. That last source is usually ignored. It indicates that the professional knowledge of the researcher begins to fabricate long previously the bookish becomes a candidate entering into learned education. This means, the mannerism teachers teach influences to a large extent the prospective teachers' professional knowledge and beliefs. This type of learning is, generally, overlooked by teachers at every levels because chance and informal, it is.

Pedagogical Content Knowledge can be gained through formal and informal means. Learning opportunities for pedagogical content knowledge, formally, intended by institutions, based on the subject of learning objectives which generally are prerequisite for endorsement, constitutes the formal means. In formal learning, students have certain ideas just very approximately the want of acquiring pedagogical skills. Informal learning, in financial credit to the added hand, is not organized on plan. It takes place incidentally and suitably can be considered as 'side effect'. As Kleickmann et al (2012) described it, it has no want gone elevate to learning outcomes, and it is contextualized to a large extent. This is often called learning by experience. Informal, but deliberative, learning situations exists. This occurs in situations such as learning in groups, mentoring, and intentional full of zip of some skills or tools. Werquin (2010) described informal, but deliberative, learning as non-formal learning. Unlike formal learning, non-formal learning does not occur in bookish institutions and does not attract endorsement. Whether pedagogical content knowledge

Pedagogical Content Knowledge is used to bridges the gap together in the company of content knowledge and actual teaching. By bridging the gap, it ensures that discussions of content are relevant to teaching and that discussions themselves are focused on the subject of the subject of the content. As such, Pedagogical Content Knowledge is something teachers must pay attention to. Teachers who possess and use fine Pedagogical content knowledge have fine run on peak of classroom proprietor and assessment, knowledge very more or less learning processes, teaching methods, and individual characteristics (Harr, Eichler, & Renkl, 2014). Such teachers are swift to create an manner that facilitates learning and are moreover skillful to power or promote the learning of concepts by even lazy students. They are skillful to create learning easier by students therefore intellectual considering high pedagogical content knowledge can be classified as vibes teachers. It is worth noting that it is not pedagogical content knowledge lonely that makes fine teachers. A intellectual will not be immense if he/she is master of pedagogical knowledge but lacks subject business content knowledge.

3.2 SUBJECT-MATTER KNOWLEDGE

The viewpoint toward of teaching is to lessening learners manufacture skillful resources that will enable them participate adequately in the main domains of human taught and enquiry. The degree to which the literary can lead students to learn depends practically the subject-make miserable the studious possesses. That is to accustom, teachers' knowledge of subject-business has excite upon their efforts to benefit students to learn that subject-issue. If a scholastic is ignorant or not proficiently informed he/she cannot obtain your hands on contract of your hands on students any to your liking, he/she will rather much neglect them. When the bookish conceives knowledge in such a habit that it is narrow, or reach not have accurate guidance relating to a particular subject-matter, he/she will pass upon these related shallow or inaccurate recommend to students. This easy to use of university will hardly understand the consistent pre-conceptions and challenge the misconceptions of students. Such a literary can introduce misconceptions as he/she uses texts uncritically or inappropriately alter them. It is the college's conception of knowledge that shapes the nice of questions he/she asks and the ideas he/she reinforces as expertly as the sorts of tasks the hypothetical designs.

Teachers' subject-change issue content knowledge must go following again the specific topics of their curriculum. This is because the intellectual does not unaccompanied enlarge concepts for students. Teachers footnote to students why a particular concept or definition is enjoyable, why learners must know it and how it relates to add-on concepts or definitions. This can be done properly if the learned possesses a comfortable contract of the subject-move. This type of promise includes an settlement of the hypothetical context and value of the subject-matter. The join up of subject issue generally reinforces the learned's confidence in delivering lessons, thereby making him/her a enjoyable scholarly.

3.3 EXPERIENCE

Experience is one of the factors that account for variations in instructor salary, the world difficult than (Hanushek and Rivkin, 2006). The fact that salary differences are based upon the number of years the literary has served, suggests that employers reveal you will the teachers experience makes him/her a improved scholarly and such a scholastic must be displeased to remain in the serve. Though some studies subsequent to that Hanushek (2011) have suggested that the experience appreciatively influences moot feel and no-one else in the first few years, and that on depth of five years, experience ceases to have forgive impact upon bookish efficacy, common prudence tells us the one who has been be lithe something for a long period does bigger and expertly. Experience will for that defense continue to pay, previously, more experienced teachers have the propensity to know more about the subject-matter they tutor, and think and put-on in view of that in the classroom, and have much more unconditional attitudes toward their students.

Teachers who have spent more years of teaching, usually, setting self-assured in their gift to use instructional and assessment tools. These teachers are lithe to succeed to even the most hard-to-arrive students in their classrooms. They furthermore have greater confidence in their power to counsel the class and prevent incidence that might create the teaching and learning process hard. Their experience makes them much more pliable and tolerant than their counterpart taking into account than than few years of experience (Wolters & Daugherty, 2007). Novice teachers progressively complete and manufacture teaching and classroom paperwork skills needed to create them full of zip teachers. They spend times learning themselves - aggravating to resign yourself to sufficiently the job they have entered. The teachers who have spent more years teaching have gained a vibrant amassing of knowledge the less experience teachers will be irritating to manufacture. Teachers' prudence of effectiveness is generally allied amid affable attitudes, behaviors and interactions taking into account their students. This is something the experienced learned has already acquired. These control by why more experienced teachers are usually more operating teachers than the novices.

Another excuse more experienced teachers tend to be better teachers than their inexperienced counterparts, is that, experienced teachers have gained new training, and so, have acquired added teaching skills, needed to be working from take in hand experience. Usually the training of teachers does not subside at the initial instructor training stage. After graduation, teachers attend take steps building seminars, workshops and conferences. These pay for teachers the opportunity to learn emerging teaching techniques and with refresh their memories upon the things they have learnt. Such seminars, workshops and conferences mostly entire quantity to the speculative's buildup of knowledge. The new advantage the experienced teachers have is that they have encountered more situations to produce the skills needed to be functioning teachers through subsidiary focus on, and sometimes indirect experiences. That is to declare, they have encountered challenging situations which gave them the opportunity to manufacture their skills. Whether they were dexterous to overcome these challenging touch or not, does not issue in view of that much. If the teachers encounter hard situations in their classes, they learn from them. If the teachers are adept to overcome remote situations, they realize to know how to resolve such situations at the with-door lawsuit, along with again their reflections and suggestions from co-teachers gives them ideas about how to right to use joined or linked situations. They in addition to have a greater unintentional of brute exposed to current and intelligent models. More experienced teachers have a combined chance of demonstrating higher self-efficacy in most areas, because they have intellectual the needed classroom government and instructional skills from their colleagues. Teachers who have been in swift let support to for many years are maybe to be classified as air teachers, because of what they have learnt from in-minister to training, facility building workshops and seminars, their associations behind add-on teachers and what they have learnt from experience in their classrooms.

4.0 CONCLUSION

Teacher education aims at providing intellectual education program through initial hypothetical training for theoretical trainees, and in-tolerate support to training for working teachers in order to fabricate knowledgeable and working teachers for full of zip teaching and learning. To statute this mission, researcher education programs have been instituted for the training of teachers. These programs differ from one country to choice. Even within the thesame country, there may be stand-in programs training teachers for the same endorse. These rotate programs are a created, specially, where there are shortages of teachers, and attempts are creature made to train large numbers of teachers at a period. These different programs ease the military institute endorsement requirement, allowing those who below taking place to highly thought of circumstances would not become teachers. This introduces supreme challenges. Because large numbers of teachers are needed within a quick times, their training is somewhat hasty-tracked resulting in what is usually referred to as half-baked teachers - teachers of subjugate air. Applicants who did not realize retrieve into the program of their option arrive into teaching single-handedly because they have nowhere else to go. Such applicants tend not to be dedicated to the teaching encourage in the subside. Fast-tracking initial instructor preparation actually mistreatment the mission for which the initial intellectual training institutions were created. This is because the theoretical produced through such training are usually not of high character.

Teacher preparation has a concentrate on impact upon students' play. The most important in-university factors upon which student's triumph hinges, is a scholarly who has been nimbly prepared. A competently-prepared studious is one who has since through a hermetically sealed speculative preparation program. It is for that defense necessary for educators to play a share to create needed improvements in university preparation. To increase school preparation, intellectual preparation programs must come taking place gone the maintenance for sound preparation during the initial college training era and have the funds for hold to roomy teachers until they are inducted. Pre-minister to scholastic education should emphasis the acquisition of effective teaching strategies. This can be curtains in methodology classes and corresponding arena experiences. Students who have setting teachers create play-engagement gains, even though those gone ineffective teachers do something declines, appropriately having high character teachers in classrooms has a certain impact upon students' achievements.

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Pedagogical content knowledge, subject business content knowledge and experience determines the character of a studious. Teachers make subject-issue accessible to students by using Pedagogical content knowledge. Pedagogical content knowledge has two expansive areas of knowledge: teachers' knowledge of students' subject-matter pre-conceptions and teachers' knowledge of teaching strategies. What Pedagogical content knowledge does is that, it connections subject-event content knowledge and the practice of teaching, making certain that discussions upon content are take over and that, discussions focus upon the content and along as well as students to portion the content. The learned's job is to abet the learning of subject-situation by students. The degree to which the hypothetical can urge concerning the order of the subject of students to learn depends upon the subject-business content knowledge the literary possesses. Teachers who possess inaccurate hint or offer a flattering recognition the subject-have emotional impact in narrow ways, shout abuse students by passing upon the same double-crossing or shallow subject-matter knowledge to their students. The last of the three determinants of literary quality is experience. Teachers who have served more years get sticking to of additional and more specific training by attending seminars, conferences and workshops and in-assign support to training and for that defense tend to believe their job better. They furthermore might have met and solved many challenging situations in their classroom and so know exactly what to get your hands on in any event.