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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

—

Rok uplatnění

2025

Kód důvěrnosti údajů

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

Název periodika

Discover Education

ISSN

27315525

e-ISSN

—

Svazek periodika

4

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

27

Strana od-do

25-51

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105000269416