THE IN-IN-OUT PROGRAMME OF TEACHER EDUCATION IN GHANA; THE PERCEPTION OF IMPLEMENTERS

Abstract

The purpose of the study was to evaluate the implementation of the In-In-Out programme of teacher education in Ghana. A sample size of 582 was selected using stratified sampling. Data were collected through the use of questionnaires, interviews and observation. The study was descriptive survey, which was targeted at finding out implementers’ perception of the success of the programme. Research questions were formulated to guide the study. The responses to the research questions were analysed using percentages and mean of means. The study revealed that the reasons that respondents gave for the introduction of the In-In-out programme were consistent with GES/TED (1998). The general level of importance placed on the objectives and activities was high. Further, there is no great difference amongst the implementers’ agreement to each objective and activity. The implementation was found to be hindered by non-availability and/or inadequacy of instructional materials and insufficiency of time allotted to the professional training aspect of the Programme. It was, therefore, recommended that intensive training of all implementers and trial testing of the materials should be done systematically before implementation of the programme. Also, link tutors and mentors should be given incentives to motivate them to carry out effective supervision.