Professional identity of final-year trainee teachers in Ghanaian colleges of education

Kassim File Dangor; Edward Bonnituo Kankpog

doi:10.61251/ijoep.v3i2.427

Authors

Kassim File Dangor Department of Education Studies, Tumu College of Education, Ghana https://orcid.org/0009-0000-2499-4933
Edward Bonnituo Kankpog Department of Educational Psychology Foundations, University for Development Studies, Ghana https://orcid.org/0009-0007-0597-2692

DOI:

https://doi.org/10.61251/ijoep.v3i2.427

Keywords:

Pre-service teachers, professional identity, teacher education, teachers standards

Abstract

The National Teacher Education Curriculum Framework (NTECF) of Ghana seeks to nurture positive teacher identity among trainee teachers. However, since its inception in 2018, it appears studies have not evaluated this benchmark. Therefore, this study sought to assess the professional identity of final-year trainee teachers in Ghanaian colleges of education. Using a convenience sample of 1,560 final-year trainee teachers recruited via WhatsApp, the study investigated the perceived professional identity of trainees by collecting data using a Likert scale questionnaire. Data were analysed using descriptive statistics and t-test. Findings of the study show that respondents perceived themselves to have a high professional teacher identity (M = 4.33, SD = 0.46). Also, the study found a statistically significant difference in the professional self-efficacy of trainee teachers in favour of males t(1558) = 2.97, p = 0.003. However, there was no statistically significant differences in trainee teachers perceived professional knowledge, and professional commitment based on sex. The study concluded that final year trainee teachers in colleges of education perceive themselves to possess a high professional teacher identity which aligns with the expectations of the standards set for training of teachers where trainees are expected to demonstrate positive teacher identity.

Author Biographies

Kassim File Dangor, Department of Education Studies, Tumu College of Education, Ghana

Kassim File Dangor is an Assistant Lecturer at the Department of Education Studies of the Tumu College of Education. He is the Ag. Academic Affairs Coordinator and Assessment Officer for the College. He was formally the Project Work Coordinator for the College. He is currently pursuing a Doctor of Philosophy (Educational Psychology) at the University of Cape Coast, Ghana. His research interest is in teacher self-regulation, classroom management, indiscipline in schools, and teacher education.

Edward Bonnituo Kankpog, Department of Educational Psychology Foundations, University for Development Studies, Ghana

Edward B. Kankpog is a Senior Lecturer at the Department of Educational Foundations of the University for Development Studies. He holds a Doctor of Philosophy (Guidance and Counselling) from the University of Cape Coast, Ghana. His research focus is in the area of forgiveness, initial teacher education, and guidance and counselling.

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