培养具有全球能力的教师：加纳教师教育的范式转变
摘要
关键词
参考
[1] M. Barber and M. Mourshed, How the World’s Best-Per¬forming School Systems Come Out on Top, McKinsey & Company, New York, NY, USA, 2007. [2] J. Husain, “Improving teacher quality, a keyword for im¬proving education facing challenges,” The Turkish Online Journal of Educational Technology,vol. 4, no. 1, 2005. [3] P. Nikoloz, “Globalization theories and their effect on edu¬cation,” IBSUScientific Journal, vol. 2, no. 3, pp. 77-88, 2009. [4] A. Shishigu, E. Gemechu, K. Michael, M. Atnafu, and Y. Ayalew, “Policy debate in Ethiopian Teacher education: retrospection and future direction,” International Journal of Progressive Education, vol. 13, no. 3, pp. 61-70, 2017. [5] T. Tadesse, C. E. Manathunga, and R. M. Gillies, “Making sense of quality teaching and learning in higher education in Ethiopia: unfolding existing realities for future promises,” Journal of University Teaching & Learning Practice, vol. 15, no. 1, p. 4, 2018. [6] W. Tamrat and D. Teferra, “Internationalization of Ethiopian higher education institutions: manifestations of a nascent system,” Journal of Studies in International Education, vol. 22, no. 5, pp. 434-453, 2018. [7] C. K. Graham, The History of Education in Ghana: From the Earliest Times to the Declaration of Independence, Routledge, Abingdon, UK, 1971. [8] M. K. Antwi, Education: Society and Development in Ghana, p. 23, Unimax Publishers Limited, Jalandhar, Punjab, 1992. [9] J. A. Fletcher, “A study of the appraisal of mathematics teachers in Ghana” Ph.D Dissertation, Institute of Education, University of London, London, UK, 1997. [10] Education Act, “The seven hundred and seventy-eight ACT of parliament of the Republic of Ghana,” https://sapghana.com/ data/documents/Education-Act-778.pdf, 2008. [11] Education Bill, “Explanatory memorandum,” https://new-ndpc- static1.s3.amazonaws.com/CACHES/PUBLICATIONS/2016/ 04/16/Education+Bill+Final+10th+November+New.pdf, 2015. [12] Ministry of Education, Education Sector Performance Report, Ministry of Education, Accra, Ghana, 2015, https://sapghana. com/data/documents/Education+Sector+Performance+Report+ ESPR+2015_Final.pdf. [13] R. Osei Darko, A. G. Owusu, F. E. Asem, and R. L. Afutu- Kotey, Effects of Capitation Grant on Education Outcomes in Ghana, UNICEF, Accra, Ghana, 2009. [14] MOF, Fiscal Data 2015, MOF, New Delhi, India, 2016, http:// www.mofep.gov.gh/fiscal-data. [15] MOE, Education Sector Analysis, MOE, Accra, Ghana, 2018, https://sapghana.com/data/documents/Ghana-Education-Sec tor-Analysis-2018.pdf. [16] N. Altinok, N. Angrist, and H. A. Patrinos, Global Data Set on Education Quality (1965-2015), The World Bank, Wash¬ington, DC, USA, 2018. [17] K. Akyeapmong, Teacher Training in Ghana: Does it Count? Multi-Site Teacher Education Research Project, Centre for International Education, University of Sussex, Brighton, UK, 2003. [18] J. G. Ampiah, “An investigation of provision of quality basic education in Ghana: a case study of selected schools in the Central Region,” Journal of International Cooperation in Education, vol. 11, no. 3, pp. 19-37, 2008. [19] K. M. Lewin and J. S. Stuart, “Researching teacher education: new perspectives on practice, performance, and policy,” MUSTER Synthesis Report, DFID, London, UK, 2003. [20] L. Darling-Hammond, “Teacher quality and student achievement,” Education Policy Analysis Archives, vol. 8, p. 1, 2000. [21] M. Fullan, Change Forces, Falmer Press, London, UK, 1993. [22] L. Darling-Hammond and J. Bransford, Preparing Teachers for a Changing World: What Teachers Should Learn and Be able to Do, Jossey-Bass, San Francisco, CA, USA, 2005. [23] P. Dolton and O. D. Marcenaro-Gutierrez, “If you pay pea¬nuts do you get monkeys? A cross-country analysis of teacher pay and pupil performance,” Economic Policy, vol. 26, no. 65, pp. 5-55, 2011. [24] Eurydice, Quality Assurance in Teacher Education in Europe, European Commission, Brussels, Belgium, 2006. [25] A. Schleicher, Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from Around the World, OECD, Paris, France, 2012. [26] A. Wang, A. Coleman, R. Coley, and R. Phelps, Preparing Teachers Around the World, ETS, Princeton, NJ, 2003. [27] World Education Forum, Dakar Framework for Action, Ed¬ucation for All: Meeting Our Collective Commitments, pp. 26-28, UNESCO, Dakar, Senegal, 2000, http://unesco.org/ images. [28] UNESCO, “Teaching and learning: achieving quality for all,” Education for All Global Monitoring Report, UNESCO, Paris, France, 2014. [29] K. Asare, “Education: training, retraining, and retaining teachers in Ghana (part 1),” 2009, http://www.modernghana.com/news/211101/1/education-training-retraining-and-retai ning-teache.html. [30] K. Acheampong and D. Furlong, Ghana: A Baseline Study of the Teacher Education System, Multi-Site Teacher Educational Research Project, Centre for International Education, Uni¬versity of Sussex Institute of Education, Brighton, UK, 2000. [31] D. E. Bloom, “Mastering globalization: from ideas to action on higher education reform,” Globalization: What Issues are at Stake for Universities, University of Laval, Quebec, Canada, 2002. [32] K. F. Punch, Introduction to Social Research: Quantitative and Qualitative Approaches, Siyasal Kitapevi, Ankara, Turkey, 2005. [33] A. Yildirim and H. Simsek, Sosyal Bilimlerde Nitel Arastirma Yontemleri [Qualitative Research Methods in the Social Sci¬ences, Seckin, Ankara, Turkey, 2011. [34] J. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson Education, Inc., Boston, MA, USA, 2012. [35] S. A. Kadingdi, “A study of primary teachers’ views about their work in the context of the FCUBE reform in a disadvantaged district of Ghana,” Doctoral Dissertation, Institute of Edu¬cation, University of London, London, UK, 2004. [36] J. Anamuah-Mensah, “Meeting the challenges of education in the 21st century,” Educational Reforms Commission Report, Ministry of Education Youth & Sports, Accra, Ghana, 2003. [37] J. K. Rice, Teacher Quality: Understanding the Effectiveness of Teacher Attributes, Economic Policy Institute, Washington, DC, USA, 2003. [38] L. A. Baines, “The disintegration of teacher preparation,” Educational Horizons, vol. 88, no. 3, pp. 152-163, 2010. [39] L. Darling-Hammond, R. Chung, and F. Frelow, “Variation in teacher preparation,” Journal of Teacher Education, vol. 53, no. 4, pp. 286-302, 2002. [40] K. B. Asare and S. K. Nti, “Teacher education in Ghana: a contemporary synopsis and matters arising,” SAGE Open, vol. 4, no. 2, 2014. [41] A. Glatthorn, “Teacher development,” International Ency¬clopedia of Teaching and Teacher Education, vol. 2, pp. 412¬422, 1995. [42] G. K. T. Oduro and J. Macbeath, “Traditions and tensions in leadership: the Ghanaian experience,” Cambridge Journal of Education, vol. 33, no. 3, pp. 441-455, 2003. [43] M. Cochran-Smith and S. L. Lytle, “Relationships of knowledge and practice: teacher learning in communities,” Review of Re¬search in Education, vol. 24, no. 1, pp. 249-305, 1999. [44] F. H. Wood and F. McQuarrie, “On-the-job learning. New approaches will shape professional learning in the 21st cen¬tury,” Journal of Staff Development, vol. 20, pp. 10-13, 1999. [45] Ghana Education Service, Pre-Tertiary Teacher Professional Development and Management in Ghana: Policy Framework, Ghana Education Service, Accra, Ghana, 2012. [46] D. D. Mensah and W. J. Addah, “Teacher professional de-velopment: keys to basic school teachers’ curriculum practice success in Ghana,” British Journal of Education, vol. 4, no. 4, pp. 29-37, 2016. [47] R. DuFour, R. DuFour, R. Eaker, and T. Many, Learning by Doing: A Handbook for Professional Learning Communities at Work, Solution Tree, Bloomington, IN, USA, 2006. [48] S. Y. Manu, In-service Education for Teachers (INSET) in Ghana, 1993. [49] D. K. Mereku, Demand and Supply of Basic School Teachers in Ghana, Department of Mathematics Education, University College of Education of Winneba, Winneba, Ghana, 2000. [50] P. Santiago, “The labourmarket for teachers,” in International Handbook on theEconomics of Education, G. Johnes and J. Johnes, Eds., pp. 522-578, Edward Elgar Publishing Ltd., Cheltenham, UK, 2004. [51] A. D. Konadu, Improving the Deployment of Teachers: The Ghanaian Experience, UNESCO, International Institute for Educational Planning, Paris, France, 1994. [52] M. Armstrong, A Handbook of Human Resource Management Practice, Cambridge University Press, Cambridge, UK, 2007. [53] P. Gatsinzi, J. Role, and L. N. Makewa, “Work and school related variables in teacher motivation in Gasabo District, Rwanda,” Journal of Education and Training, vol. 1, no. 2, pp. 262-275, 2014. [54] Ministry of Education, Report of the Education Commission on Teacher Education in Ghana, Ministry of Education, Accra, Ghana, 1993.[55] S. Kingful and A. A. Nusenu, “Teacher motivation in senior high schools in Ghana: a case of Ghana senior high school,” Journal of Education and Practice, vol. 6, no. 16, pp. 110-121, 2015. [56] J. C. Coultas and K. M. Lewin, “Who becomes a teacher? The characteristics of student teachers in four countries,” Inter¬national Journal of Educational Development, vol. 22, no. 3-4, pp. 243-260, 2002. [57] D. Mereku, “Sixty years of teacher education in Ghana: successes, challenges and the way forward.” African Journal of Educational Studies in Mathematics and Sciences, vol. 15, no. 2, pp. 69-74, 2019. [58] Modern Ghana, “Review of entry requirement of teacher training colleges,” 2008, https://www.modernghana.com/ news/175546/review-entry-requirement-of-teacher-training- coll.html. [59] J. K. Aboagye, “Teacher education in Ghana: challenges and prospects,” in PRINCOF. Developments in Basic Teacher Education in Ghanapp. 141-154, Kumasi, Ghana, 2008. [60] J. A. Luft and P. W. Hewson, “Research onteacher profes¬sional development programs in science,” inHandbook of Research in Science Education, N. G. Ledermanand S. K. Abell, Eds., pp. 889-909, Routledge, Abingdon, UK, 2nd edition, 2014. [61] C. C. Johnson, “Whole-school collaborative sustained pro¬fessional development and science teacher change: signs of progress,” Journal of Science Teacher Education, vol. 18, no. 4, pp. 629-661, 2007. [62] S. M. Wilson and J. Berne, “Chapter 6: teacher learning and the acquisition of professional knowledge: an examination of research on contemporary professlonal development,” Review of Research in Education, vol. 24, no. 1, pp. 173-209, 1999. [63] J. K. Agbeko, “Pre-service teacher training and its challenges: the current situation in Ghana,” NUE Journal of International Education Cooperation, vol. 2, pp. 73-80, 2007. [64] C. Ameyaw-Ekumfi, “Improving teachers’ competence and their working conditions through reform of contents, curricula, methods, structures and means of teaching,” 2001, http://www. ibe.unesco.org/International/ICE/ministers/Ghana.pdf. [65] C. Cobbold, “Solving the teacher shortage problem in Ghana: critical perspectives for understanding the issues,” Journal of Education and Practice, vol. 6, no. 9, pp. 71-79, 2015. [66] K. Akyeampong and K. Asante, Teacher Motivation and In¬centives: A Profile of Ghana, University of Education Win- neba, Winneba, Ghana, 2005. [67] J. Hedges, “The importance of posting and interaction with the education bureaucracy in becoming a teacher in Ghana,” International Journal of Educational Development, vol. 22, no. 3-4, pp. 353-366, 2002. [68] P. Nilsson, “Education for all: teacher demand and supply in Africa,” Education International, Brussels, Belgium, Educa¬tion International Working Papers No. 12, 2003.
Refbacks
- 当前没有refback。