Preservice teacher trainees' preparedness and implementation of computing curriculum in Ghana

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F26%3AXB6WRTRR" target="_blank" >RIV/00216208:11320/26:XB6WRTRR - isvavai.cz</a>

Result on the web

<a href="https://www.scopus.com/inward/record.uri?eid=2-s2.0-105000269416&doi=10.1007%2Fs44217-025-00451-4&partnerID=40&md5=836ff8a4067429196c7421b9cd65743a" target="_blank" >https://www.scopus.com/inward/record.uri?eid=2-s2.0-105000269416&doi=10.1007%2Fs44217-025-00451-4&partnerID=40&md5=836ff8a4067429196c7421b9cd65743a</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s44217-025-00451-4" target="_blank" >10.1007/s44217-025-00451-4</a>

Result language

angličtina

Original language name

Preservice teacher trainees' preparedness and implementation of computing curriculum in Ghana

Original language description

The study aimed to explore the preparedness of preservice teacher trainees (PSTTs) in implementing the computing curriculum in Ghana’s basic schools. It focused on examining curriculum alignment, contextual conditions, preparedness, and the challenges faced during their training. The study employed a descriptive survey design complemented with interviews. The population of this study comprised PSTTs in the Basic Education Departments of teacher training institutions who took computing as part of their programme. A total number of 139 PSTTs were selected using the purposive sampling technique. Descriptive Statistics, Thematic analysis and Multiple Linear Regression were used to analyse the data. The results revealed that there is an alignment between the training institution computing curriculum and the basic school computing curriculum in content and implementation. Another finding showed that while PSTTs exhibit strong theoretical understanding, significant gaps exist in their practical training. The study recommended that Policymakers develop and implement policies that ensure continuous review and alignment of teacher training institution curriculum with the basic school computing curriculum. Furthermore, the study suggested providing PSTTs with more hands-on training and resources to help prepare them to implement the computing curriculum effectively. This study highlights the importance of addressing the preparedness of PSTTs in implementing the computing curriculum, which is crucial for equipping students with the necessary digital skills for the twenty-first century. © 2025 Elsevier B.V., All rights reserved.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

10201 - Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8)

Project

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Continuities

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Publication year

2025

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Discover Education

ISSN

27315525

e-ISSN

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Volume of the periodical

4

Issue of the periodical within the volume

1

Country of publishing house

US - UNITED STATES

Number of pages

27

Pages from-to

25-51

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-105000269416