Credit Hours - 3

In this course, students are introduced to specific teaching skills and opportunities are provided for the students to rehearse and receive feedback on specified teaching practices. This practical course incorporates teaching practices such as representation of ideas, questioning techniques, use of the public space and lesson introduction, monitoring of student work and closure.

Credit Hours - 2

The course reviews the major steps involved in the curriculum design process and provides students with tools and techniques for analysing and assessing language syllabuses. The description of the steps will be done at a general level so that it can be applied in a wide range of situations. Topics include environment analysis, needs analysis, content sequencing, approaches to curriculum design, adopting and adapting an existing textbook, and curriculum change.

Credit Hours - 2

This course examines the development and use of standardised psychological and educational tests in general educational use. Emphasis will be placed on the criteria for critical evaluation. Students will be introduced to the different forms and features of school assessment at the senior high school level. Students will explore the differences between testing, measurement and evaluation and will construct different types of assessment tools designed for the different cognitive levels. Topics to be covered include the types of assessment, factors influencing classroom assessment, development of assessment tools, and fair assessment.

Credit Hours - 3

This course provides an introduction to quantitative methods in education. It emphasises how educationists use simple quantitative techniques to investigate research questions coming from education theory, prior research and applied problems. The course also introduces statistical software for simple quantitative analysis. Topics include scale and sample types, inferential statistics, normal curve, relations, and interpreting test scores. 

Credit Hours - 2

This course will utilize a variety of games as texts for studying about learning in the digital age. It provides a critical perspective on learning, interactive media and games in the Ghanaian and other contexts. The underlying assumptions about and implications of social positioning in games and their relationship to teaching and learning will also be addressed. Topics to be studied include learning and identity, situated meaning and learning, the social mind, cognitive consequences and the value-added approach.

Credit Hours - 2

This course is designed to prepare students to implement environmental education opportunities in formal and non-formal education settings. It will provide students with the skills, knowledge, and inclinations to make well-informed choices and exercise the rights and responsibilities of members of a community. Topics to be addressed in this course include history and philosophy of environmental education, environmental laws and regulations, curriculum integration and environmental education teaching methodologies.

Credit Hours - 3

This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable students to identify areas of guidance and counselling at the senior high level. Through the knowledge and skills acquired from the course, they will be equipped to explore the talents and potentials of students, while preparing them for life in the 21st century. Topics to be treated include meaning of guidance and counselling, communication skills, ethical issues in counselling, and behaviour modification approaches.

Credit Hours - 3

This course is developed on the premise that teaching is a practice to be studied. It is designed to expose students to different protocols for studying teaching. It introduces a basic model of reflective practice and then explores several models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Protocols such as Tuning, FriSends, thinking through a Lesson, Video Clubs, Bansho, Lesson Study and Critical Friends will be discussed and used. Other topics include democratic classrooms, critical reflection as a tool for personal development, and understanding classroom dynamics.

Credit Hours - 3

This course introduces students to basic qualitative research methods within the educational context. The types, uses, theoretical underpinnings, and relevant examples of qualitative research in different educational settings will be discussed. The course will discuss the traditions and influences of educational research such as grounded theory, audio and video data collection and analysis, focus group discussions, and ethnographic analysis.

Credit Hours - 3

This course is designed to introduce students to different types of instructional technologies that can be effectively used in teaching secondary school students. This hands-on class will be focused on web-based applications and tools used in teaching at the basic and senior high school levels. Students will experiment with the different tools such as geogebra, Google apps for education, Sakai, Blackboard, Moodle, Kahn Academy, Edmodo, Canvas and blended/flipped classroom.

Credit Hours - 3

The course will examine concepts and meaning of globalisation and the influences of globalization on education, particularly in low-income countries. Students will examine how international and regional assessments of education performance are influencing policies and practices of education worldwide. Students will also examine how globalization agendas on education influence national policies on education, and the biases involved in international assessments. The topics to be treated include Education for All (EFA); global analysis of educational access and quality; International aid and education development in sub-Sahara Africa; the role of non-governmental organizations and post Millennium Development Goals.

Credit Hours - 3

This course will explore aspects of psychology relevant to the education of adolescents and adults with learning problems or learning disabilities. Topics such as diagnosis, remediation, integration, and types of support within schools will be addressed. Development of Individualised Educational Plans (IEPs) will be a core component of this course.

Credit Hours - 3

This course provides an introduction to quantitative methods in education. It emphasizes how educationists use simple quantitative techniques to investigate research questions coming from education theory, prior research and applied problems. The course also introduces statistical software for simple quantitative analysis. Topics include scale and sample types, inferential statistics, normal curve, relations, and interpreting test scores.

Credit Hours - 3

This course is designed to provide students with the relevant knowledge and skills in applying instructional media for teaching. It provides students with diverse uses of media applications in the instructional environment. Emphasis will be placed on proper curriculum integration based on sound curriculum design principles and professional standards within the changing Ghanaian context. Topics to be treated include identification of the types of instructional media, role of instructional media in learning, selection and effective use of instructional media in the classroom, instructional media usage in the Ghanaian classroom, developing instructional media for teaching and learning.

Credit Hours - 3

This course has been designed to introduce the concept, scope, and theories that govern the process of guidance and counselling in education. It will enable students to identify areas of guidance and counselling at the primary and senior high levels. Through the knowledge and skills acquired from the course, they will be equipped to explore the talents and potentials of students, while preparing them for life in the 21st century. Topics to be treated include theoretical knowledge of guidance and counselling, exercising active listening skills, reflecting on students’ problems, helping students to choose potential solutions to their problems, development of students’ counselling skills and designing school-wide guidance and counselling programmes.

Credit Hours - 2

This course is developed on the premise that teaching is a practice to be studied. It is designed to expose students to the different protocols for studying teaching. It introduces a basic model of reflective practice and then explores several other models relevant to teaching in the lifelong learning sector, offering guidance on the application of each model in practice. Protocols such as Tuning, Friends, Thinking Through a Lesson, Video Clubs, Bansho, Lesson Study and Critical Friends will be discussed and used. Other topics include democratic classrooms, critical reflection as a tool for personal development, and understanding classroom dynamics. 

Credit Hours - 2

In this course, students are introduced to specific teaching skills and opportunities are provided for the students to rehearse and receive feedback on specified teaching practices. This practical course incorporates teaching practices such as representation of ideas, questioning techniques, use of the public space and lesson introduction, monitoring of student work and closure.

Credit Hours - 3

This course focuses on scientific teaching practices that mirror authentic scientific practices. It utilises available research on how students learn science to discuss relevant case studies, appraise student work, and learn about existing best practices as well as a variety of teaching practices to teach authentic science within the Ghanaian context. Topics to be covered include assessing students’ knowledge before instruction, designing curriculum, planning lessons for topics such as determining and adapting appropriate teaching methods, promoting enquiry, fostering dialogue, meeting national standards, using technology to promote learning, and assessing students' learning.

Credit Hours - 2

This course is intended to orient the prospective teachers about the principle, process and procedure of curriculum design and development. The participants will be informed about various foundations on which the curriculum is based, defining and delineating the objectives, selection of content, its scope and outcomes, teaching strategies, curriculum evaluation, design of instructional materials. This course will also include various factors that affect the process of curriculum development and implementation. The course uses the Ghanaian senior high school Science curriculum documents as a focus example to explore the general guidelines, issues, and other foundations for curriculum development at the senior high school level.

Credit Hours - 2

This course examines the development and use of standardised psychological and educational tests in in science education use. Emphasis will be placed on the criteria for critical evaluation in science education. Students will be introduced to the different forms and features of school assessment at the senior high school level. Students will explore the differences between testing, measurement and evaluation in science education and will construct different types of assessment tools designed for the different cognitive levels. Topics to be covered include the types of assessment, factors influencing classroom assessment, development of assessment tools, and fair assessment science.

Credit Hours - 3

This course introduces quantitative and qualitative research methods in Education. It emphasises how educationists use simple quantitative and qualitative techniques to investigate research questions coming from education theory, prior research and applied problems. Page 19 of 77 Topics to be studied include research design such as case-study, correlational, and experimental, and quantitative methods such as descriptive and inferential data analysis, measures of central tendency and their implications within diverse educational contexts, qualitative research designs, qualitative data collection instruments, and the processes for analyzing and interpreting qualitative data

Credit Hours - 2

This course will explore aspects of psychology relevant to the education of adolescents and adults with learning problems or learning disabilities. Topics such as diagnosis, remediation, integration, and types of support within schools will be addressed. Development of Individualised Educational Plans (IEPs) will be a core component of this course.