Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues

Cosmas Cobbold

首页> 外文期刊>Journal of Education and Practice >Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues

【24h】

Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues

机译：解决加纳的师资短缺问题：理解问题的批判性观点

获取原文

获取外文期刊封面封底 >>

开具论文收录证明 >>

文献代查 >>

页面导航

摘要
著录项
相似文献
相关主题

摘要

The problem of getting sufficient numbers of qualified teachers to staff classrooms is one of the most significant public policy issues facing many countries. In Ghana, the problem of teacher shortage has been a perennial one, necessitated by educational expansion as well as adverse socio-economic and political circumstances, and exacerbated by high attrition rate. Efforts to find a solution are still ongoing. This paper aims to contribute to the search for solutions to the teacher shortage problem in Ghana. The paper takes the view that before education policy makers think about whether to recruit more teachers or retain existing teachers, it is important that they clearly understand the complex nature of the phenomenon of teacher shortage. The paper, therefore, reconceptualises the phenomenon of teacher shortage, clarifying it by disentangling and explicating its constituent variables. It also discusses various policy options for addressing teacher shortages, and indicates the implications of those options for teaching quality and teacher status. The ultimate objective is to provide a framework for analysing the problem of teacher shortage in a more critical way so that any interventions would be more focused and appropriately targeted. Keywords: Attrition, qualified teachers, teacher demand, teacher shortage, teacher supply

机译：使足够数量的合格教师上岗的问题是许多国家面临的最重要的公共政策问题之一。在加纳，教师短缺的问题一直是一个长期的问题，这是由于教育扩张以及不利的社会经济和政治环境所必需的，而且由于高流失率而加剧了这一问题。寻找解决方案的努力仍在进行中。本文旨在为加纳的教师短缺问题寻求解决方案。本文认为，在教育政策制定者考虑是否要招募更多教师或保留现有教师之前，重要的是他们必须清楚了解教师短缺现象的复杂性。因此，本文重新概念化了教师短缺的现象，通过解开并阐明其构成变量来澄清这一现象。它还讨论了解决教师短缺的各种政策选择，并指出了这些选择对教学质量和教师地位的影响。最终目的是提供一个框架，以更严格的方式分析教师短缺的问题，以便任何干预措施都可以更加集中和适当地针对性。关键字：减员，合格的教师，教师需求，教师短缺，教师供给

著录项

来源
《Journal of Education and Practice》 |2015年第9期|共9页
作者
Cosmas Cobbold;
展开▼
作者单位

展开▼
收录信息
原文格式 PDF
正文语种
中图分类教育;
关键词

相似文献

外文文献
中文文献
专利

1. Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues [J] . Cosmas Cobbold Journal of Education and Practice . 2015,第9期

机译：解决加纳的师资短缺问题：理解问题的批判性观点
2. The Integration of Immigrant Teachers in Manitoba, Canada: Critical Issues and Perspectives [J] . Clea Schmidt, Jon Young, David Mandzuk Journal of International Migration and Integration / Revue de l'integration et de la migration internationale . 2010,第4期

机译：加拿大曼尼托巴省移民教师的融入：关键问题和观点
3. Male teacher shortage: black teachersâ perspectives [J] . Wayne Martinoa* Goli M. RezaiâRashtia Gender and Education . 2010,第3期

机译：男教师短缺：黑人教师的观点
4. Understanding Reported Skills Shortages in Geophysics, Subsurface, and Subsea- A Case Study Example of the Developing Paradigm Within the Oil and Gas Industry of Using a Dynamic and Holistic Model To Address the Issues Affecting the Ability To Build and [C] . A. Thomas, OPITO Offshore Europe Oil Gas Conference Exhibition . 2007

机译：了解地球物理，地下和海底报道的技能短缺—以动态和整体模型解决影响建造和建造能力的问题为例的石油和天然气行业发展范式的案例研究
5. Understanding principals' perspectives on hiring high quality teachers in Washington State: A critical race perspective [D] . Castilleja, Fabian Andrew. 2014

机译：了解校长在华盛顿州聘用高素质教师的观点：批判性种族观点
6. A Qualitative Approach to a Better Understanding of the Problems Underlying Drug Shortages as Viewed from Belgian French and the European Union’s Perspectives [O] . Petronille Bogaert, Tomasz Bochenek, Anna Prokop, -1

机译：从比利时法国和欧洲联盟的角度看采用定性方法更好地了解毒品短缺的根本问题
7. Abi, A. M. (2016). Integrasi Etnomatematika Dalam Kurikulum Matematika Sekolah. Jurnal Pendidikan Matematika Indonesia, 1-6. François, K. (2009). The Role of Ethnomathematics within Mathematics Education. Proceedings of CERME 6 (pp. 1517-1526). Lyon France: INRP 2010. Mansur HR. (2015, February). Menciptakan Pembelajaran Efektif melalui Apersepsi. Retrieved from LPMP Sulsel: http://www.lpmpsulsel.net/v2/index.php?option=com_contentview=articleid=327:pembelajaran‐efektif‐ M.Balamurugan. (2015). ETHNOMATHEMATICS; AN APPROACH FOR LEARNING MATHEMATICS FROM MULTICULTURAL PERSPECTIVES. INTERNATIONAL JOURNAL OF MODERN RESEARCH AND REVIEWS, 716-720. NCTM. (1989). Curriculum and Evaluation Standards for School Mathematics. Snipes, V., Moses, P. (2001). Linking Mathematics and Culture to Teach Geometry Concepts. Retrieved from Semantic Scholar: https://www.semanticscholar.org/paper/Linking-Mathematics-and-Culture-to-Teach-Geometry-Snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179 Stylianides, A. J., Stylianides, G. J. (2007). Learning Mathematics with Understanding: A Critical Consideration of the Learning Principle in the Principles and Standards for School Mathematics. The Mathematics Enthusiast, 103-114. Sukayati, Suharjana, A. (2009). PEMANFAATAN ALAT PERAGA MATEMATIKA DALAM PEMBELAJARAN DI SD. Yogyakarta: PPPPTK Matematika Yogyakarta. Wijaya, A., Heuvel-Panhuizen, M., Doorman, M., Robitzsch, A. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. The Mathematics Enthusiast, 555-584. Yusuf, M. W., Ibrahim Saidu, I., Halliru, A. (2010). ETHNOMATHEMATICS (A Mathematical Game in Hausa Culture). International Journal of Mathematical Science Education, 36-42. Yvette d’Entremont, Y. (2015). Linking mathematics, culture and community. Procedia - Social and Behavioral Sciences, 2818 – 2824. [O] . Ernawati ., Kurniawati . 2017

机译：Abi，A. M.（2016）。 Integrasi etnomatematika dalam kurikulum matematika sekolah。 jurnal pendidikan matematika印度尼西亚，1-6。 François，K。（2009）。民族治疗中的作用在数学教育中。 CERME 6的诉讼程序（第1517-1526页）。里昂法国：2010年Inrp.Mansur HR。（2015年2月）。 Menciptakan Pembelajaran efektif Melalui apersepsi。从LPMP Sulsel中检索：http：//www.lpmpsulsel.net/v2/index.php?option=com_content wave = articleid=327 :pembelajaran-efektif-m.balamurugan。（2015）。 ethnomathematics;从多元文化视角学习数学的一种方法。国际现代研究与评论，716-720。 nctm。（1989）。学校数学课程和评估标准。狙击，V.和摩西，P。（2001）。将数学和文化联系到教学几何概念。从语义学者检索：https://www.semanticscholar.org/pare/linking-mathematics-and-culture-to-teach-geometry-snipes/de16ae98aa72c9eef916e40f2e91dd17deb5a179触手，A.J.，＆Stylianides，G. J.（2007）。以理解学习数学：对学校数学原则和标准的学习原则的批判性考虑。数学爱好者，103-114。 Sukayati，＆Suharjana，A.（2009）。 PemanFaatan Alat Peraga Matematika Dalam Pembelajaran di Sd。日惹：PPPPTK Matematika日惹。 Wijaya，A.，Heuvel-Panhuizen，M.，Doorman，M.，＆Robitzsch，A。（2014）。解决基于背景的比萨数学任务的困难：对学生错误的分析。数学爱好者，555-584。 Yusuf，M. W.，Ibrahim Seedu，I.，A＆Halliru，A。（2010年）。 ethnomathematics（Hausa文化中的数学比赛）。国际学科杂志36-42。 Yvette d'Entremont，Y.（2015）。关联数学，文化和社区。程序 - 社会和行为科学，2818 - 2824。

Solving the Teacher Shortage Problem in Ghana: Critical Perspectives for Understanding the Issues

摘要

著录项

相似文献

相关主题

期刊订阅