Influence of the Differences in Social Studies Teachers’ Curriculum Conceptions on Curriculum Implementation in Senior High Schools (SHSs) in Ghana: Implication for Curriculum Policy

Abstract

Practitioners of Social Studies believe that its introduction in schools is inextricably link with national development if students are imbued with the ideals of society. As a subject in the SHS curriculum in Ghana, it is mostly taught by graduate teachers from the country’s two public teacher preparation universities: University of Cape Coast and University of Education, Winneba (i.e. UCC and UEW) and graduates from other universities. Analysis of their programmes reveals differences in curriculum policy on how the subject is structured to prepare teachers to teach it at the SHS level.

A sequential mixed method design was used. Data from questionnaire was triangulated with interviews and classroom observation of pedagogues who are products of UCC and UEW. The Pearson Chi-Square was used in finding significant differences. The p-value is the probability for showing differences and a critical value of alpha=.05 was adopted.

The study revealed that teachers’ conception about Social Studies has influence on their classroom activities. It was recommended that courses on methodology and content for Social Studies student-teachers must reflect not only the teaching of the cognitive but also the affective and skills development.

Key-words: Social Studies. Social Studies curriculum. Curriculum conceptions. Curriculum implementation. Curriculum policy.