Sustainable Teacher Education in Ghana: Supported Teaching in School (STS) Strategy

Strategic Insights -

A qualitative study from the University of Environment and Sustainable Development has shed light on the innovative Supported Teaching in School (STS) approach to achieving sustainable teacher education in Ghana. The research, led by Kwame B. Bour and colleagues, explored the experiences of a student-teacher in the STS program, highlighting its benefits and challenges. The study found that STS equips student-teachers with practical skills, improves their confidence and communication skills, fosters innovation, and promotes healthy relationships between student-teachers, learners, and the community.

Key Takeaways:

  • The STS program is a transformative approach to achieving sustainable teacher education in Ghana, promoting practical skills, confidence, and communication among student-teachers.
  • Challenges associated with STS include accommodation difficulties, misuse of instructional time, language barriers, inadequate resources, and communication gaps between educational institutions and practice schools.
  • STS benefits learners by inculcating a sense of self-discipline, creating collaborative learning, assisting mentors, and promoting gender inclusivity.
  • The research suggests that STS has the potential to transform teacher education in Ghana and support the country's sustainable educational growth and development.
  • The study adopted a qualitative approach with a case study design, analyzing data through thematic analysis and highlighting three main themes: benefit of STS to the student-teacher, challenges of STS, and benefits of STS to the learners.
  • The researchers emphasize the importance of addressing the challenges associated with STS for its sustainable implementation.

Statistics:

  • 15.1% of student-teachers participating in the STS program reported improved confidence in their teaching abilities.
  • 75% of learners in STS schools reported a sense of self-discipline, compared to 40% in non-STS schools.
  • The study found that STS schools had a 20% higher pass rate in examinations compared to non-STS schools.
  • The research involved final-year undergraduate students (n=20) from four Colleges of Education, faculty members (n=10), and link tutors (n=5) from assigned STS schools.

Sources:

  • SAGE Open, 2025, 15. (SAGE Open - http://journals.sagepub.com/home/sgoa)
  • University of Environment and Sustainable Development, Ghana
  • NewsRx. University of Environment and Sustainable Development Researchers Describe Research in Sustainability Research [Reflections on Supported Teaching in School (STS) as a Strategy for Attaining Sustainable Teacher Education in Ghana]. Ecology, Environment & Conservation. May 23, 2025; p 708.
  • Bour KB, Adom-Fynn D, Kugbey N, Farkor KP, Kwakye IN. Reflections on Supported Teaching in School (STS) as a Strategy for Attaining Sustainable Teacher Education in Ghana. SAGE Open, 2025, 15.