Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators-Reference-Cited by-同舟云学术

Social studies and history curriculum assessment in colleges of education in Ghana: Reflective practices of teacher educators

Published:2023-03-05 Issue:1 Volume:10 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Oteng Bernice¹^ORCID,Mensah Ronald Osei²^ORCID,Adiza Babah Pearl¹^ORCID,Swanzy-Impraim Enock³^ORCID

Affiliation:

1. Department of Social Sciences, Accra College of Education, Accra, Ghana

2. Centre for Languages and Liberal Studies, Social Development Department, Takoradi Technical University, Takoradi, Ghana

3. School of Education, Edith Cowan University, Queensland, Australia

Funder

no direct funding

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2023.2175515

Reference52 articles.

1. History education in Ghana: a pragmatic tradition of change and continuity

2. Evidence-based learning of students’ performance in English language in Adu Gyamfi Senior High School in the Sekyere South District of Ghana

3. A ‘Partnership in Teaching Excellence’: ways in which one school–university partnership has fostered teacher development

4. Anamuah–Mensah, J. (2006). Teacher education and practice in Ghana. In K. T. Raheem & K. Pekka (Eds.), Educational issues for sustainable development in Africa (pp. 28–40). Institute for Educational Research.

5. Azizi, A. (2010). Pentaksiranpendidikan. Dewan Bahasa danPustaka.

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