Conceptions of Supported Teaching in Schools: A Tripartite Perspective on Developing Teacher Professionalism in Ghana (Published)
This study explored the conceptions of pre-service teachers, mentors, and tutors regarding the supported teaching in schools at McCoy College of Education in the Nadowli-Kaleo District of Ghana and its impact on developing teacher professionalism. Utilizing a convergent mixed-methods design, data was collected from 200 pre-service teachers, 33 mentors, and 20 tutors through questionnaires and written qualitative responses. Quantitative findings revealed that the supported teaching in schools’ program positively influenced professional values and attitudes, professional knowledge, and professional practice. Mentors and tutors supported these outcomes, albeit with slightly lower scores, reflecting their observational perspectives. Qualitative results reinforced these findings, indicating that supported teaching in schools enabled pre-service teachers to apply ethical codes of conduct, manage classrooms effectively, utilize teaching resources, including Information and Communication Technology, and engage in culturally responsive practices. Participants expressed: “I have improved my values and attitudes, such as attendance and regularity at school, participation in school activities, and collaboration with mentors and colleagues.” The study concludes that supported teaching in schools offers a structured and experiential platform that effectively connects theory with practice, fostering the development of competent, reflective, and professional teachers. It is recommended that teacher education programs continue to integrate supported teaching in schools with enhanced mentorship and structured feedback to further strengthen professional development.
Keywords: Experiential Learning, Pre-Service Teachers, Tripartite, supported teaching in schools, teacher professionalism