Achieving the Pedagogical Approaches of the Standard-Based Curriculum: Pre-Requisite For Basic School Teachers in Ghana.

Abstract

The main purpose of this paper is to provide a conceptual framework that will enable teachers, educators and curriculum experts to be wide-awake to the social constructivist pedagogical approach. This position is to reconceive the social constructivist to a more practical and for easy adaptation by teachers to effectively integrate the social constructivist learning theory and technology/ICT that will encapsulate the “Zone of Proximal Development (Vygotskian theory, 1962) and the “Technological Pedagogical Content Knowledge” (Mishra & Koehler, 2006) to produce a powerful pedagogue to ensure the delivery of quality education in the attainment of the core competencies of the Standard-Based Curriculum (NaCCA, 2019).

Keywords: Social Constructivism, Technological Pedagogical Content Knowledge, Inclusion, Differentiation and Scaffolding.

DOI: 10.7176/JEP/11-1-05

Publication date: January 31^st 2020