Pre-Service Management Teachers’ Competence in Lesson Plan Preparation During Teaching Practicum at a Public University in Ghana

Abstract

Pre-service teacher development places a strong emphasis on lesson planning, particularly during practicum. Thus, this study examined pre-service teachers’ competency in lesson plan preparation during their teaching practicum at a public university in Ghana. A convergent parallel mixed-method design was adopted, with data collected from 120 pre-service management teachers through the census technique. Descriptive statistics, including mean and standard deviation, were used to analyze the quantitative data, whereas content analysis was used to analyze the qualitative data. The findings revealed that pre-service management teachers demonstrated competence in identifying and utilizing teaching resources. Additionally, they exhibited competency in designing student assessment strategies. However, they showed limited competence in demonstrating knowledge of subject content and pedagogy, setting clear instructional objectives, and designing coherent and well-structured instruction. The study suggests that a larger percentage of assessment marks should be given to lesson plan preparation to encourage students to take it more seriously and improve their skills. Second, lecturers should place increased emphasis on lesson planning during their methods of teaching courses to strengthen students’ understanding and skills. Finally, supervisors are encouraged to actively support and challenge pre-service teachers to develop original lesson plans rather than relying on previously developed ones. These measures are expected to enhance students’ interest, independence, and overall competence in lesson planning. This study significantly contributes to practice, policy, and curriculum development.

Keywords: Lesson plan, Pre-service teachers, Teaching practicum, Public university, Ghana

DOI: 10.7176/JEP/17-5-06

Publication date: May 30^th 2026