Strengthening Theory and Practice Link in Higher Education: An Investigation into Lithography Printing Faults (Published)
This study aimed to assess the effectiveness of a six-week structured pre-press and press activities programme based on integrating theory and practice at the industrial level. The study consisted of twenty-four participants with minimal industrial skills and work experience in lithography printing faults, causes, and remedies. Purposive sampling was used. Qualitative research method and action research design were employed. Data was collected through interviews, observation, focus group discussion and tests. The study was analysed through Thematic and Descriptive analysis. Analysis of the data shows that, at the end of the six-week programme, all 12 participants who took part in the industrial training greatly improved in skill development and work experience in all aspects of the pre-press and press activities. However, the other 12 participants who did not participate in the training did not acquire any skills. This study suggests that integrating theory and practice at the industrial level could enhance graduates’ skill and work experience in lithography printing faults, causes and remedies to bridge the gap between theory and practice.
Citation: Boakye-Amponsah A., Enninful E.K., and Lamptey B. (2023) Strengthening Theory and Practice Link in Higher Education: An Investigation into Lithography Printing Faults, British Journal of Education, Vol.11, Issue 1, 54-77
Keywords: Integration, Theory, lithography, practice, printing faults
From Theory to Practice: Pre-Service Teachers’ Experience (Published)
The aim of the study was to investigate pre-service teachers’ perspectives of their training programme based on the off-campus teaching practice they engaged in as well as challenges faced. The study adopted the mixed method approach. The sample for the study was 196 students who were final year students of the Catholic University College of Ghana, Fiapre. Questionnaire was developed to elicit responses for the participants. The study revealed positive perspectives of the participants on the preparatory programme. They were also able to apply the professional knowledge and skills gained in the classroom indicating a smooth transition of theory to practice. However, the study participants reported some challenges encountered, which need to be addressed by the schools where the pre-teachers go for internship to enhance such future exercises.
Keywords: Internship, Micro-Teaching, Theory, practice