Learn the requirements and guidelines for teaching practice in Ghana, including STS, school placement, supervision, assessment and student teacher duties.
By Ferdinand Ellis | EducateGhana.com
Last Updated: August 2026
ARTICLE INFORMATION BOX
| Article Information | Details |
|---|---|
| Category | Learn |
| Hub | Teacher Education and Training |
| Cluster | Teaching Practice and Practicum |
| Article Type | Pillar Article |
| Country | Ghana |
| Main Focus | Teaching practice, STS, requirements, supervision and assessment |
| Target Audience | Student teachers, teacher trainees, mentors, tutors and educators |
| Education Levels | Teacher Education and Basic Education |
| Last Updated | August 2026 |
FACT CHECK & EDITORIAL REVIEW
| Editorial Status | Details |
|---|---|
| Fact Checked | ✔ Verified against official and academic sources |
| Primary Institutional Source | University of Education, Winneba |
| Supporting Sources | UEW Institutional Repository and teacher education research |
| Reviewed By | EducateGhana Editorial Team |
| Last Reviewed | August 2026 |
Introduction
Teaching practice is a central part of professional teacher preparation in Ghana. It gives student teachers an opportunity to move beyond college or university classrooms and apply professional knowledge in actual school environments.
For students pursuing teacher education, school-based practice provides an opportunity to develop classroom management, lesson planning, instructional delivery, assessment, communication and reflective practice skills. It also allows student teachers to observe experienced teachers and learn how professional decisions are made in real classrooms.
The organisation of school-based teacher preparation in Ghana has changed considerably with the introduction of the Bachelor of Education curriculum and the Supported Teaching in Schools (STS) programme. STS places school experience at the centre of teacher preparation and enables student teachers to apply knowledge and skills developed through their college-based training.
Teaching practice should therefore be understood within the broader professional preparation system. The exact arrangements, duration, placement procedures, assessment instruments and supervision requirements may vary according to the programme and institution.
This guide explains teaching practice in Ghana, including its meaning, requirements, school placement, preparation, supervision, assessment, responsibilities of student teachers and mentors, common challenges and practical guidelines for successful participation.
➡ Related: Supported Teaching in School in Ghana: Complete Guide
➡ Related: Teacher Education and Training in Ghana: Complete Guide
Key Takeaways
- Teaching practice provides student teachers with supervised experience in real school settings.
- Ghana’s current B.Ed. teacher education system incorporates Supported Teaching in Schools (STS) as a major practice-based component.
- Student teachers are expected to connect professional knowledge with actual classroom practice.
- School placement normally involves collaboration among teacher education institutions, partner schools, mentors and supervisors.
- Student teachers are expected to prepare lessons, teach, assess learners, reflect on their practice and respond to professional guidance.
- Mentors and college or university supervisors play important roles in supporting and assessing student teachers.
- Teaching practice should be treated as professional learning rather than simply a period of classroom teaching.
- Requirements can vary by institution and programme, so students should follow the current handbook and instructions issued by their institution.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
What Is Teaching Practice?
Teaching practice is the period during teacher education when student teachers gain supervised experience in actual school settings.
Traditionally, the term has been used to describe the practical component of teacher preparation in which trainees are placed in schools and assessed on their ability to apply professional knowledge.
Academic research on Colleges of Education in Ghana describes teaching practice as an opportunity for student teachers to develop and evaluate their professional competencies within actual classroom environments.
The purpose goes beyond teaching individual lessons.
Student teachers are expected to learn how schools function, understand learners, interact with colleagues, prepare instructional materials, manage classrooms and reflect on their professional development.
The school therefore becomes an important site for professional learning.
The current STS approach strengthens this relationship by placing supported school experience at the heart of the B.Ed. programme. UEW describes STS as a means through which student teachers apply and develop knowledge, skills and understanding acquired through college-based training.
➡ Related: Bachelor of Education Programmes in Ghana
➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide
Teaching Practice and Supported Teaching in Schools
The terminology used in Ghanaian teacher education has evolved.
The expression teaching practice remains widely used by students, teachers and the public. However, the B.Ed. curriculum introduced the Supported Teaching in Schools model to provide a more continuous and structured relationship between teacher education institutions and schools.
UEW’s Department of Internship and Supported Teaching in Schools states that it oversees STS for the university’s relevant departments and affiliated Colleges of Education. It also monitors STS activities in affiliated Colleges and partnership schools.
The distinction is important.
Traditional teaching practice may be understood primarily as a period during which a student teacher teaches and is assessed.
STS places greater emphasis on supported professional learning.
Student teachers observe, participate, teach, receive feedback, reflect and gradually develop professional competence.
This makes school experience an integral part of the teacher education curriculum rather than an isolated exercise at the end of training.
➡ Related: Supported Teaching in School in Ghana: Complete Guide
➡ Related: Curriculum and Assessment in Ghana: Complete Guide
Why Teaching Practice Is Important
Teaching practice helps student teachers connect educational theory with classroom realities.
A student may study lesson planning at college, for example, but classroom experience reveals the practical decisions involved in selecting learning activities, responding to unexpected questions and managing different levels of learner participation.
Practice also develops professional judgement.
Teachers regularly make decisions about pacing, questioning, grouping, assessment, classroom behaviour and learning resources.
These decisions cannot be learned entirely from textbooks.
Teaching practice also allows student teachers to receive professional feedback.
A mentor or supervisor can observe a lesson and identify strengths and areas requiring improvement.
Research conducted at St. Joseph’s College of Education, Bechem, found that student teachers generally considered teaching practice effective in developing professional competencies. The study also examined supervision, duration and school-community relationships as important dimensions of the experience.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: Teacher Education and Training in Ghana: Complete Guide
Who Participates in Teaching Practice?
Teaching practice involves several groups.
Student Teacher
The student teacher is the principal learner in the practice process.
The trainee is expected to participate actively, teach assigned lessons, prepare professional records and respond to feedback.
Mentor
The mentor is an experienced teacher in the partnership school who provides guidance and professional support.
Mentoring can involve lesson observation, discussion, feedback, demonstration and advice.
College or University Supervisor
A tutor or lecturer may visit the student teacher, observe teaching and provide professional feedback.
The supervisor also helps connect the student’s school experience with the expectations of the teacher education programme.
School Head
The headteacher or school leadership provides the institutional environment in which the student teacher works.
School leaders may assist with placement, timetabling, discipline and professional integration.
STS Coordinator
In institutions operating STS, the coordinator helps organise school placements, documentation, supervision and other programme activities.
UEW’s current structure includes responsibilities for placement, mentor training, supervision and monitoring of STS activities.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
Requirements for Teaching Practice in Ghana
The exact requirements depend on the teacher education institution and programme.
However, student teachers are generally expected to satisfy institutional requirements before entering or completing school-based practice.
These may include:
- Being properly enrolled in the relevant teacher education programme.
- Completing required courses or preparatory activities.
- Participating in orientation or pre-practice seminars.
- Accepting an approved school placement.
- Maintaining appropriate professional conduct.
- Preparing lesson plans or other required teaching documents.
- Participating in school activities as required.
- Keeping the required record book or portfolio.
- Participating in supervision and mentoring.
- Completing required teaching and assessment activities.
- Submitting required records and assignments.
- Completing the required assessment process.
Students should not assume that requirements are identical across all institutions.
The institution’s current handbook, STS manual, internship guide or departmental instructions should be treated as the controlling document.
UEW, for example, organises pre-internship seminars, student placement and distribution of internship documentation as part of its school-based professional preparation processes.
➡ Related: Bachelor of Education Programmes in Ghana
➡ Related: GTEC Accredited Institutions in Ghana: How to Verify
School Placement for Teaching Practice
School placement is an important part of the practice process.
A student teacher should normally be placed in a school that provides a suitable environment for the intended teaching experience.
Placement arrangements are generally coordinated by the teacher education institution in collaboration with partner schools.
Students should not independently choose or change their placement without permission from the responsible institution.
UEW’s Department of Internship and Supported Teaching in Schools specifically organises placement in partner schools and maintains relationships with placement officers and participating schools.
Placement should consider factors such as:
- Programme requirements
- Teaching level
- Subject or specialisation
- Availability of mentors
- School suitability
- Location
- Institutional arrangements
- Supervision requirements
A good placement should provide meaningful opportunities for the student teacher to participate in school life.
➡ Related: Primary Education in Ghana: Curriculum, Teaching and Assessment
Orientation Before Teaching Practice
Orientation should take place before a student teacher begins full participation in the school environment.
Orientation helps trainees understand their responsibilities and professional expectations.
Topics may include school rules, professional conduct, lesson preparation, classroom management, assessment, documentation, supervision and communication with mentors.
UEW has organised STS orientation activities to explain the responsibilities of students and lecturers and the expectations associated with entering partner schools.
A student teacher should use the orientation period to clarify uncertainties.
It is better to understand the required documentation and assessment process before beginning school activities.
Students should also familiarise themselves with the school timetable, curriculum, learner characteristics and available teaching resources.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide
Lesson Planning During Teaching Practice
Lesson planning is one of the most important professional activities during teaching practice.
A lesson plan provides a structured outline of what the teacher intends learners to achieve and how the lesson will be conducted.
A good lesson plan should align the learning objectives, teaching activities, learning resources and assessment.
The student teacher should understand the curriculum content before preparing a lesson.
The plan should also account for the actual learners in the classroom.
A lesson designed for a particular group of learners may need modification when classroom circumstances change.
Student teachers should therefore avoid treating lesson plans as rigid scripts.
The purpose of planning is to improve instructional decision-making.
During supervision, the lesson plan also provides evidence that the student teacher has thought carefully about the intended learning process.
➡ Related: Curriculum and Assessment in Ghana: Complete Guide
➡ Related: Ghana’s Pre-Tertiary Education Curriculum: Complete Guide
Teaching and Classroom Management
Teaching practice requires student teachers to develop the ability to manage learning activities effectively.
Classroom management includes establishing expectations, organising activities, maintaining learner participation and responding appropriately to disruptions.
Good classroom management does not depend entirely on punishment.
Clear instructions, engaging learning activities, appropriate pacing and respectful relationships can reduce many classroom difficulties.
Student teachers should also learn to recognise differences among learners.
Some learners may require additional explanation, while others may benefit from extension activities.
The teacher must therefore balance whole-class instruction with appropriate individual and group support.
The classroom should remain a place where learners can participate without fear or unnecessary intimidation.
➡ Related: Inclusive Education in Ghana: Complete Guide
➡ Related: Special Education in Ghana: Programmes and Career Opportunities
Assessment During Teaching Practice
Assessment forms an important part of teaching.
Student teachers should learn to use assessment to determine whether learners are achieving the intended learning outcomes.
Assessment may take place during or after a lesson.
Examples include oral questioning, class exercises, observation, practical activities, quizzes, assignments and other approved assessment methods.
The important issue is alignment.
The assessment should measure the knowledge, skills or understanding that the lesson intended to develop.
Student teachers should also learn to use assessment information to improve subsequent teaching.
If many learners misunderstand a concept, the appropriate response may be to revisit the concept rather than simply move to the next topic.
This makes assessment part of the teaching and learning process.
Teaching Practice Records and Portfolio
Documentation is an important part of professional practice.
Depending on the institution, student teachers may be required to maintain an intern record book, teaching records, lesson plans, reflective entries, assessment evidence and other professional documents.
UEW’s internship and STS administration specifically identifies student record books, internship handbooks and related documentation among the materials used in school-based professional experience.
Records should be completed accurately and regularly.
A student should not wait until the end of the placement to reconstruct activities from memory.
Reflective records are particularly useful because they help student teachers identify what happened, why it happened and what could be improved.
This turns documentation into a professional learning tool.
➡ Related: Supported Teaching in School in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
Supervision During Teaching Practice
Supervision provides an important link between the teacher education institution and the practice school.
A supervisor may observe teaching, review lesson preparation, discuss classroom experiences and provide feedback.
Effective supervision should help the student teacher improve.
The supervisor is not simply an examiner looking for mistakes.
The process should identify strengths, explain weaknesses and provide practical guidance.
Research on teaching practice in Ghana identifies supervision as one of the important components of the school-based professional experience.
Current UEW arrangements also involve monitoring STS activities and training supervisors and mentors.
Students should therefore approach supervision as an opportunity for professional development.
➡ Related: Teacher Education and Training in Ghana: Complete Guide
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
The Role of the Mentor Teacher
Mentors are important because they provide day-to-day professional guidance.
A mentor can demonstrate teaching strategies, discuss lesson preparation, observe lessons and provide feedback.
The relationship should be professional and developmental.
Student teachers should be willing to ask questions and accept constructive criticism.
Mentors should also understand that student teachers are still developing their professional competence.
Research on STS implementation in Ghana has identified mentor-mentee relationships as an important factor in the effectiveness of the programme. Challenges reported in research include weak mentor-mentee relationships and inadequate understanding of aspects of STS.
Effective mentoring therefore requires communication, respect and clear expectations.
Responsibilities of the Student Teacher
Student teachers are expected to behave as developing professionals.
Their responsibilities include:
- Reporting to school as required.
- Observing school rules.
- Preparing adequately for lessons.
- Teaching assigned lessons.
- Using appropriate teaching and learning materials.
- Assessing learners.
- Keeping required records.
- Participating in school activities.
- Working respectfully with teachers and school leaders.
- Meeting mentors and supervisors as required.
- Reflecting on professional experiences.
- Responding positively to feedback.
- Protecting learner confidentiality.
- Maintaining appropriate professional boundaries.
A student teacher should also avoid presenting themselves as a fully qualified teacher when they are still in training.
Professional honesty is part of teacher identity.
Responsibilities of the Mentor
The mentor has a different set of responsibilities.
A mentor should:
- Introduce the student teacher to the school environment.
- Explain relevant school procedures.
- Support lesson preparation.
- Observe teaching.
- Provide constructive feedback.
- Model appropriate professional behaviour.
- Help the trainee understand learners.
- Encourage reflection.
- Communicate significant concerns to the appropriate authority.
- Support the student teacher’s professional development.
Mentoring should not become an arrangement in which the mentor simply signs documents.
The quality of professional interaction between mentor and student teacher can influence what the trainee learns from the school experience.
Professional Conduct During Teaching Practice
Student teachers are expected to observe professional standards.
Professional conduct includes punctuality, appropriate appearance, respectful communication and responsible use of school resources.
Trainees should also respect learners.
Humiliation, discrimination, inappropriate physical contact and abusive language have no place in professional teaching.
Student teachers should maintain confidentiality when dealing with learner information.
They should also be careful about photographs, videos and digital communication involving learners.
Professional conduct extends beyond the classroom.
A trainee’s behaviour in the staffroom, school compound and community can influence how the profession and teacher education institution are perceived.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: Inclusive Education in Ghana: Complete Guide
How Teaching Practice Is Assessed
Assessment procedures vary by programme and institution.
However, assessment commonly considers areas such as:
- Lesson preparation
- Subject matter knowledge
- Teaching methods
- Communication
- Classroom management
- Use of teaching and learning resources
- Learner engagement
- Assessment practices
- Professional conduct
- Reflective practice
- Responsiveness to feedback
The National Teachers’ Standards provide an important professional reference for teacher preparation in Ghana.
Research involving Colleges of Education has examined the relationship between professional knowledge, professional values and professional practice in relation to the NTS.
Students should therefore study the assessment rubric or handbook provided by their institution before beginning teaching practice.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: Curriculum and Assessment in Ghana: Complete Guide
Common Challenges During Teaching Practice
Teaching practice can present challenges.
One common challenge is the difference between what students learn in college and what they encounter in schools.
A trainee may know a teaching method theoretically but find it difficult to implement in a large or mixed-ability class.
Resource limitations can create additional difficulties.
Research on STS implementation in Ghana has identified challenges including geographical and cultural barriers, inadequate teaching aids, negative attitudes, difficulties with assessment and evaluation, limited understanding of STS and weak mentor-mentee relationships.
Time management is another concern.
Student teachers have to prepare lessons, teach, assess learners, complete records and meet institutional requirements.
The solution is not to ignore documentation or reduce teaching preparation.
Good planning helps students manage the workload.
➡ Related: Supported Teaching in School in Ghana: Complete Guide
➡ Related: Inclusive Education in Ghana: Complete Guide
How to Prepare for Teaching Practice
Students can prepare several weeks before reporting to school.
First, read the current teaching practice or STS handbook.
Second, revise the relevant curriculum.
Third, organise lesson preparation materials.
Fourth, understand the assessment criteria.
Fifth, learn how to use available teaching and learning resources.
Sixth, prepare professionally for the school environment.
Students should also practise teaching before entering the school.
Peer teaching can help trainees identify weaknesses in explanation, questioning, classroom movement and time management.
Preparation should include emotional readiness.
Teaching practice can be demanding, particularly during the first few weeks.
Students should expect to learn through observation, mistakes, feedback and repeated practice.
Teaching Practice Checklist for Student Teachers
Before reporting to school, a student teacher should confirm:
- Placement has been officially approved.
- Required orientation has been completed.
- The school timetable has been obtained.
- The relevant curriculum has been reviewed.
- Mentor contact has been established.
- Required teaching documents are available.
- Record book or portfolio is ready.
- Lesson planning materials are available.
- Assessment requirements are understood.
- Supervision arrangements are understood.
- School rules are known.
- Professional dress and conduct requirements are understood.
- Required reporting arrangements are clear.
This checklist should complement, rather than replace, the official requirements of the student’s institution.
What Student Teachers Should Avoid
Student teachers should avoid several practices that can undermine their professional development.
They should not arrive late without a legitimate reason.
They should not teach without adequate preparation.
They should not ignore mentor feedback.
They should not copy another teacher’s lesson plan without understanding it.
They should not fabricate teaching records.
They should not allow learners to be humiliated or discriminated against.
They should not leave the school without following the required reporting procedure.
They should also avoid treating teaching practice as a formality that only needs to be completed for graduation.
The purpose is to develop competence.
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
➡ Related: How to Become a Professional Teacher in Ghana
Teaching Practice and Professional Teacher Identity
Teaching practice contributes to the development of professional identity.
A student teacher begins to see the difference between knowing about teaching and being able to teach.
Professional identity develops through interaction with learners, mentors, colleagues, supervisors and the wider school community.
Reflection is particularly important.
A trainee should ask questions such as:
- What worked in this lesson?
- What did learners understand?
- What did they struggle with?
- Why did the difficulty occur?
- How did I respond?
- What would I change next time?
Research on Ghana’s STS programme has identified reflective teaching and lesson planning among the professional competencies developed through school-based experience.
Teaching practice should therefore be viewed as a period of professional formation.
➡ Related: Supported Teaching in School in Ghana: Complete Guide
➡ Related: National Teachers’ Standards in Ghana: Complete Guide
EducateGhana Analysis
Educational Significance
Teaching practice is one of the strongest links between teacher education and actual classroom work.
Teacher education cannot rely entirely on lectures and examinations.
Teachers work with real learners, real curriculum requirements and real school conditions.
School-based professional learning allows student teachers to develop practical judgement while still receiving structured support.
The shift towards STS reinforces this principle by embedding school experience within the B.Ed. curriculum.
Policy Implications
Teacher education policy should continue to treat school-based practice as a central component of professional preparation.
This requires clear institutional responsibilities, suitable partnership schools, trained mentors, competent supervisors and adequate resources.
The quality of teaching practice can be weakened when mentors are overburdened or when students and school personnel do not clearly understand their respective responsibilities.
Research on STS in Ghana has highlighted mentor workload and limited support as areas requiring attention.
Implementation Considerations
Effective implementation requires coordination.
Teacher education institutions need reliable systems for placement, supervision, documentation and assessment.
Partnership schools need clear guidance on their responsibilities.
Mentors need preparation for their roles.
Students need orientation before entering schools.
The assessment system should also reward genuine professional development rather than documentation alone.
Future Outlook
The future of teaching practice in Ghana is likely to depend increasingly on stronger partnerships between teacher education institutions and schools.
Digital tools may also improve supervision, record keeping, mentoring and reflective practice.
However, technology should support professional relationships rather than replace them.
The central purpose should remain the preparation of competent, reflective and ethical teachers who can respond effectively to learners and school contexts.
Why You Can Trust This Information
This article draws on institutional and academic sources relating to teacher education and school-based professional practice in Ghana.
The University of Education, Winneba provides official information on its Department of Internship and Supported Teaching in Schools, including student placement, STS oversight, mentor training, supervision and monitoring.
Academic research from the University of Education, Winneba has also examined teaching practice and STS implementation in Ghanaian Colleges of Education.
Because teaching practice requirements can differ between institutions and programmes, readers should verify specific dates, forms, placement arrangements, assessment requirements and other administrative instructions with their institution.
Frequently Asked Questions
1. What is teaching practice in Ghana?
Teaching practice is a supervised school-based component of teacher education through which student teachers apply professional knowledge and develop classroom competence.
2. Is teaching practice compulsory for student teachers?
School-based professional practice is a core component of teacher education programmes. The specific requirements depend on the programme and institution.
3. What is STS in teacher education?
STS means Supported Teaching in Schools. It is a practice-based component of the B.Ed. curriculum through which student teachers develop and apply professional knowledge and skills in schools with support from mentors and supervisors.
4. What is the difference between teaching practice and STS?
Teaching practice is the broader term commonly used for practical teacher training. STS is the structured school-based approach incorporated into Ghana’s current B.Ed. teacher education system.
5. Who supervises student teachers?
Depending on the programme, supervision may involve college tutors, university lecturers, mentors and other authorised personnel.
6. What does a mentor teacher do?
A mentor supports the student teacher through professional guidance, observation, feedback, modelling and discussion.
7. What documents are needed for teaching practice?
Documents vary by institution but may include an STS or internship handbook, record book, lesson plans, assessment forms and reflective records.
8. How are student teachers assessed?
Assessment may consider lesson preparation, teaching competence, classroom management, assessment, professional conduct, learner engagement and reflective practice.
9. Can a student teacher change the assigned school?
Students should follow the placement procedures of their institution. A change should not normally be made without approval from the appropriate authority.
10. Why is teaching practice important?
It helps student teachers connect educational theory with classroom practice and develop professional competence through supervised experience.
11. What challenges can student teachers face?
Common challenges include resource limitations, classroom management difficulties, workload, geographical barriers, inadequate teaching aids and difficulties in mentor-mentee relationships.
12. Does teaching practice help students become better teachers?
Yes. Properly supervised school experience can help student teachers develop professional knowledge, teaching skills, confidence, reflection and classroom competence.
13. What should a student teacher do before reporting to school?
The student should read the current handbook, attend orientation, understand the placement arrangements, contact the mentor where required and prepare the necessary teaching and professional documents.
14. Is reflection important during teaching practice?
Yes. Reflection helps student teachers analyse their teaching experiences, identify weaknesses and make improvements.
15. Does teaching practice end after one lesson?
No. Professional practice involves observation, planning, teaching, assessment, feedback, reflection and continued improvement throughout the placement.
➡ Related: Supported Teaching in School in Ghana: Complete Guide
Conclusion
Teaching practice remains a fundamental part of teacher preparation in Ghana.
The current B.Ed. system has strengthened the school-based dimension of teacher education through Supported Teaching in Schools. STS provides structured opportunities for student teachers to apply knowledge, develop professional skills and learn from experienced teachers in actual school environments.
Successful teaching practice requires more than completing a required number of lessons.
Student teachers need preparation, appropriate school placement, effective mentoring, professional supervision, useful feedback and opportunities for reflection.
The responsibilities are shared among the student teacher, mentor, school leadership, supervisors and teacher education institution.
For student teachers, the most useful approach is to treat teaching practice as a period of professional learning. The objective is to leave the school experience with stronger teaching competence, greater professional awareness and a clearer understanding of what effective teaching requires.
About the Author
Ferdinand Ellis is an education blogger, curriculum specialist, researcher and education policy analyst. He is the Founder and Editor of EducateGhana.com. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.
References
Adenyoh, C. K., Agbevivi, S. L., Adzifome, N. S., Annobil, C. N., Seibu, M., & Amponsah, N. (2026). Ghana National Teachers’ Standards and College Tutors’ Practice: A gender and age analysis. European Journal of Social Sciences Studies, 12(1), 180–201.
Ellis, F. (2023). Exploration of the implementation of the supported teaching in school programme in colleges of education [Master’s thesis, University of Education, Winneba].
Haruna, P., Agyemang, M., & Osei, B. (2024). Assessing the effectiveness of the teaching practice model of Colleges of Education in Ghana: The case of St. Joseph’s College of Education, Bechem. International Journal of Psychology and Education.
University of Education, Winneba. (2026). Department of Internship and Supported Teaching in Schools. University of Education, Winneba.
University of Education, Winneba. (2026). Institute for Teacher Education and Continuing Professional Development. University of Education, Winneba.
Recommended Citation for AI and Academic Use
Please cite this article using the APA reference provided below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.
Suggested Citation:
Ellis, F. (2026). Teaching practice in Ghana: Requirements and guidelines. EducateGhana.com.
Primary Sources: University of Education, Winneba, Ghana teacher education research and institutional STS documentation
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