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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8076

Title: Graduate artists in the classroom: the state of non-professional graduate teachers in Ghana
Authors: Asuamah, Afua Serwaa Yeboah
Issue Date: 9-Nov-2015
Abstract: Effective teaching and learning are paramount to education stakeholders in Ghana and discussions are ongoing about how to achieve this across all educational levels. The existence of untrained university graduate teachers who are classified as Non-professional Graduate Teachers under the Ghana Education Service, in the teaching field is inevitable yet there is limited information on their state as facilitators of effective learning. ‘State’ in this study is defined as the conditions and performance of the graduates who serve as teachers, in terms of their strength, challenges and their performance in ensuring effective teaching and learning. Both Qualitative and quantitative research design were used for this study. With the technique of qualitative and quantitative descriptive research designs, the objectives which sought for factors that influence the Art graduates to become teachers, their strengths and the challenges they encounter in performing their task and whether they are successful as effective teachers were achieved. This was aided by document analysis, interviews, observations and administration of questionnaires. Graduates of Industrial Art Department, KNUST from 2003 to 2012 were used as case study. Fifty four (54%) of the respondents had been teachers after the Industrial Art Programme out of which 70.4% were still teaching. The study revealed that the Art graduates have little interest in becoming teachers while in school but a significant number of them end up in the teaching profession as compared with the Art Industry. Also, the study brought to light that the graduates are more efficient in areas such as content knowledge of the subjects they teach, planning and preparation of lessons and students’ assessment compared with other skills such as delivery mechanisms and addressing students learning needs.
Description: A thesis submitted to the Kwame Nkrumah University of Science and Technology School of Graduate Studies, in partial fulfilment of the requirements for the degree of Master of Philosophy in Art Education, 2015
URI: http://hdl.handle.net/123456789/8076
Appears in Collections:College of Arts and Social Sciences

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