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dc.contributor.authorNketsia, William
dc.contributor.authorOpoku, Maxwell Peprah
dc.contributor.authorSaloviita, Timo
dc.contributor.authorTracey, Danielle
dc.date.accessioned2020-07-29T04:28:36Z
dc.date.available2020-07-29T04:28:36Z
dc.date.issued2020
dc.identifier.citationNketsia, W., Opoku, M. P., Saloviita, T., & Tracey, D. (2020). Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development. <i>Journal of Teacher Education for Sustainability</i>, <i>22</i>(1), 49-65. <a href="https://doi.org/10.2478/jtes-2020-0005" target="_blank">https://doi.org/10.2478/jtes-2020-0005</a>
dc.identifier.otherCONVID_41653055
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/71268
dc.description.abstractIn accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSciendo
dc.relation.ispartofseriesJournal of Teacher Education for Sustainability
dc.relation.urihttps://content.sciendo.com/view/journals/jtes/22/1/article-p49.xml
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherinklusiivinen opetus
dc.subject.otherGhana
dc.subject.otherteacher educators
dc.subject.othertraineeís teachers
dc.subject.otherspecial education course
dc.subject.otherinclusive education
dc.subject.otherteacher education for sustainability
dc.titleTeacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202007295417
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange49-65
dc.relation.issn1691-4147
dc.relation.numberinseries1
dc.relation.volume22
dc.type.versionpublishedVersion
dc.rights.copyright© Authors, 2020
dc.rights.accesslevelopenAccessfi
dc.subject.ysoinkluusio
dc.subject.ysoopetusharjoittelu
dc.subject.ysoopettajankoulutus
dc.subject.ysoerityiskasvatus
dc.subject.ysoosallistaminen
dc.subject.ysoopetusmenetelmät
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
jyx.subject.urihttp://www.yso.fi/onto/yso/p10747
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p6985
jyx.subject.urihttp://www.yso.fi/onto/yso/p10728
jyx.subject.urihttp://www.yso.fi/onto/yso/p988
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.2478/jtes-2020-0005


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