Credit Hours - 2

This course has a wide range of scope that allows choices and emphasises either on historical development in poetry by concentrating on a certain broad era, or a broad national or continental range, so that a variety of genre themes, and techniques can be covered. In each of the range of scopes, the major poets, themes, techniques and future trends will be looked at. Topics include historical development of poetry (in a particular era), themes of poetry, techniques of poetry, major poets and their themes and techniques.

Credit Hours - 2

The course is essentially an applied one that is meant to sharpen students’ awareness of what constitutes a text. Various theories that explain what style and stylistics are will be examined. Topics such as phonological, graphological, etc. features found in foregrounding, deviation, parallelism, cohesion, etc. will also be examined. In addition, students will be introduced to the role of style in communication as well as the choice of appropriate styles for different communicative needs. 

Credit Hours - 2

This course will discuss the concept Ghanaian English, how it can be categorised as a New English, as a member of the Outer Circle and as in a process of nativization, according to Schneider’s Dynamic Model. The course will also consider the structural, phonological, semantic, pragmatic and lexical indices of the variety. In addition, the history of English in Ghana from the 16th century till today, English in education and educational policies over the years are topics that will be dealt with.

Credit Hours - 3

This course provides a deeper understanding of African indigenous worldviews and an appreciation of how this knowledge can enhance teaching, learning, and research. Students will examine philosophical views shared by different African groups while honouring a diversity of identities, culture, language, and geographic locations. It will also promote an understanding and appreciation of different ethnic perspectives and explore strategies for integrating this knowledge into the work of educators and researchers. Topics include indigenous cognitive styles, values and ethics, African traditional teachings and indigenous methodologies. 

Credit Hours - 3

Teaching gifted students provides classroom teachers the strategies and techniques they can use to meet the academic and emotional needs of the gifted students. This course examines the nature and needs of giftedness within the Ghanaian society. Students will explore topics such as the psychological, personal and social factors affecting identification and development of gifted children and youth, implications for education, counselling and guidance, learning theory and styles, creativity and metacognition, practical approaches for challenging the able students in the regular classroom, pull-out, or full-time classes for gifted students. 

Credit Hours - 3

This course will explore the notion of a teacher as a professional, and the extent to which the teaching profession is viewed as a vocation or occupation requiring advanced education and training and involving intellectual skills. Topics to be covered include different notions of professionalism in teaching, evaluation of teacher professionalism in the Ghanaian context, teacher management and accountability, lessons for school improvement. 

Credit Hours - 3

This course seeks to expose students to the experiences of men and women in leadership in educational institutions. Topics to be explored include relationship between gender and leadership, how gender impacts leadership, gender differences in leadership, gender equalities and inequalities in leadership, social, political and structural barriers to leadership for women, leadership styles of men and women.

Credit Hours - 6

This course is spread over two semesters. Students will conduct an independent research-based study on a topic relevant to education and approved by the Department. The long essay will have no more than 10,000 words.  Students will be expected to appropriately apply their understanding of research methods within their unique areas of study. 

Credit Hours - 3

This course introduces students to the general theories of teaching in the Ghanaian school context. Students will study instructional methods of different subject areas such as Mathematics, English Language and Science. Topics to be studied include characteristics of effective and intentional teaching; lesson preparation, student diversity, social justice, planning for instruction; creating effective lessons using a variety of approaches and technologies; classroom management; assessment of student learning; and professional development. 

Credit Hours - 3

This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. It extends the identification of the problems to examine various efforts to create gender-sensitive curricula and programs. Topics to be covered include concepts and theories of gender within the curriculum, learning organizations and relationships among body, identity, knowledge, language and power.

Credit Hours - 3

This course is an introductory course in education law and ethics in different contexts. Topics to be studied include education law and statutes, codes, regulations and their application in pre-university school contexts, intended and unintended consequences of school policies for senior high school students, and practical applications of the law for different populations of students. 

Credit Hours - 3

This course introduces students to the different strategies for managing conflict in order to build stronger relationships in schools and minimize the negative impact on educational outcomes. Students will learn about characteristics that make school conflicts enduring and will be introduced to constructive approaches to managing ongoing conflict, beyond any potential resolution. Topics to be treated include defining conflict in the workplace, types of conflicts, effects of organizational conflicts, conflict management and resolution principles, negotiation skills, developing support systems for conflicting parties, and change resistance in organizations. 

Credit Hours - 3

This course is a survey of the kinds of theories, methods, design considerations, and applications through which science educators understand and design environments to improve learning. The course features the most recent trends in learning primarily through educational technologies. Topics include perspectives that consider, what is taught, how it is taught, and how it is assessed, what design variables are needed to ensure learning takes place in different science learning environments, and societal and technological influences on learning. Students will also be exposed to nature of science, philosophical foundations of science, theories and perspectives in science education, various strategies of teaching and learning science through enquiry. Concepts of design, affordances and challenges of different scientific learning environments will be discussed with reference to the Ghanaian context.

Credit Hours - 3

Forensic science is the amalgamation of different branches of science, arts, commerce, law, and engineering by which the linkage with the crime scene, victim, and the culprit is possible. This introductory course will focus on developing an understanding of forensic science discipline that teachers can apply to the classroom. Topics covered will include blood, DNA analysis, fingerprinting, forgery, computer forensics, physical and trace evidence, ballistics, and the autopsy process. Using critical thinking, science and engineering practices, science disciplinary content, case studies, forensics labs, and more, teachers will plan and perform forensic investigations in their classrooms.

Credit Hours - 3

This course introduces the foundations of STEM education disciplines and the strategies used to deliver integrative STEM education in elementary and secondary school settings. The nature of STEM education disciplines, STEM pedagogy, teaching strategies, integrative STEM learning, STEM careers, and problem centred instruction are addressed. The introductory course includes an intense overview of the history, science, methods, and theories of integrated STEM education. The course will also provide an in-depth examination of the curriculum that has been developed for integrated STEM education as well as the procedures for developing a new curriculum for the elementary and the secondary school classroom.

Credit Hours - 3

This course, Seminar in Science Education, is for one semester and it is not a teaching course. This seminar series will showcase research findings from prospective science teachers’ action research projects. The goal of the course is to help pre-service teachers improve their skills in planning and organizing seminars and conferences. The pre-service science teachers are expected to conduct research in areas of their choice, preferably science (physics, chemistry, and biology), and to organise a seminar, utilising available tools of presentation (e.g., poster presentation), in which senior members of the Department of Teacher Education will observe, critique, and evaluate their presentations. The investigation should include and demonstrate some of the abilities they have gained as potential teachers during their education. The investigation should concentrate on a real-world issue. A written report will be due at the end of the semester.

Credit Hours - 3

This course is an introductory course in education law and ethics in different contexts. Topics to be studied include education law and statutes, codes, regulations and their application in Page 31 of 77 pre-university school contexts, intended and unintended consequences of school policies for senior high school students, practical applications of the law for different populations of students will also be treated.

Credit Hours - 3

Extended Teaching 2 course is a school-based component of the teacher education programme that equips student-teachers with the needed skills to complete building their professional teaching portfolio which they started in Year one and set targets for their lifelong learning. The course aims at equipping student-teachers with the skills to critically reflect on their teaching experiences throughout their training programme and demonstrate how their experiences have helped them to acquire the qualities and attributes expected of good teachers to fully meet the NTS. In addition, the experience gives them the opportunity to gain a comprehensive understanding of the basic school curriculum.

Credit Hours - 3

This course will explore the notion of a teacher as a professional, and the extent to which the teaching profession is viewed as a vocation or occupation requiring advanced education and training and involving intellectual skills. Topics to be covered include different notions of professionalism in teaching, evaluation of teacher professionalism in the Ghanaian context, teacher management and accountability, lessons for school improvement.

Credit Hours - 3

The course is designed to expose student teachers to the conceptual, theoretical, and practical issues in basic school administration and management in Ghana. It examines the meanings and purposes of basic school administration and management and the specific duties of the basic school headteacher. Topics to be studied include the concepts of communication and decision making and demonstrate how teachers and other stakeholders could be effectively involved in the decision-making process in basic schools, principles of various schools of administrative thought, concepts and issues in leadership including gender and inclusivity to ensure effective administration of basic schools.

Credit Hours - 3

Teaching portfolio is a collection of artifacts accompanied by reflective narrative that not only helps the learner to understand and extend learning but invites the reader of the portfolio to gain insight about learning and the learner. The portfolio includes teaching philosophy, reflective practice, reflective log, and learners’ difficulties in learning and how they help learners to overcome problems. Student teachers are expected to develop their professional portfolios which will be assessed during and after internship. The portfolio will be used during the induction period, will be assessed again during licensure, and consequently reflect teachers’ professional dossier.

Credit Hours - 12

Internship is a 1-semester practicum in a recognised senior high school. The course is a school-based component of the teacher education programme designed to give student-teachers the opportunity to independently plan to teach, motivate and extend consistently the learning of all SHS students whatever their socio-cultural, linguistic background and regardless of age, attitude, and ability. The course aims at equipping student-teachers to demonstrate through their teaching a comprehensive understanding of the SHS school curriculum and the related expectations before, during and after SHS level. The course also aims at equipping student-teachers with the requisite skills to undertake action research to guide and improve their teaching. This is a required course for all B.A. (Education) English and B.Sc. (Education) students

Credit Hours - 6

This course is spread over two semesters. Students will conduct an independent researchbased study on a topic relevant to education and approved by the Department. The project work will have no more than 10,000 words. Students will be expected to appropriately apply their understanding of research methods within their unique areas of study.