Teacher Education & Training

Mentoring in Teacher Education in Ghana: Complete Guide

August 27, 2026

Learn how mentoring in teacher education works in Ghana, including mentor roles, benefits, challenges, teaching practice, standards and professional development.

By ferdinand | EducateGhana.com
Last Updated: August 2026

Table of Contents

ARTICLE INFORMATION BOX

Article Information	Details
Article Type	Education Pillar Article
Category	Teacher Education and Training
Hub	Learn
Cluster	Teacher Education and Training
Topic	Mentoring in Teacher Education
Coverage	Ghana
Primary Audience	Teacher trainees, mentors, tutors, teachers, teacher educators and education policymakers
Last Updated	August 2026
Author	Ferdinand Ellis
Publisher	EducateGhana.com

FACT CHECK & EDITORIAL REVIEW

Editorial Status	Details
Fact Checked	✔ Verified against official and institutional sources
Primary Sources	National Teaching Council, University of Education, Winneba and official education documents
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Mentoring is an important component of teacher education because becoming a competent teacher requires more than studying educational theories and passing examinations. Student teachers also need opportunities to observe experienced practitioners, participate in authentic classroom activities, receive professional guidance and reflect on their developing practice.

In Ghana, mentoring has become increasingly important within the broader reform of initial teacher education and continuing teacher professional development. The National Teaching Council (NTC) has developed a national framework for mentoring and coaching pre-tertiary teachers, while institutions such as the University of Education, Winneba have established structures concerned with student placement, internship and mentoring.

Mentoring is particularly significant within the practical preparation of teachers in Ghana’s Colleges of Education. Teacher trainees are expected to connect knowledge acquired through coursework with the realities of teaching in schools. Partnership schools therefore provide an important setting in which trainees can develop classroom competence under the guidance of experienced teachers.

Research from the University of Education, Winneba has also found that mentorship can provide teacher trainees with knowledge, skills and practical experience in teaching and learning. However, the same research points to challenges that can affect the quality of the mentoring relationship, including interpersonal difficulties and insufficient preparation of school personnel for their mentoring responsibilities.

This guide examines the meaning, purpose, models, processes, responsibilities, benefits and challenges of mentoring in teacher education in Ghana. It also explains how effective mentoring can contribute to teacher professionalism and improved classroom practice.

Key Takeaways

Mentoring connects teacher education theory with authentic professional practice.
Effective mentoring requires a structured relationship between the trainee and an experienced teacher or mentor.
Colleges of Education and partner schools have important complementary responsibilities.
Mentors require appropriate preparation, professional knowledge and interpersonal skills.
Mentoring should include observation, feedback, guided practice and reflection.
Ghana’s National Teaching Council has developed a national framework for mentoring and coaching pre-tertiary teachers.
Research in Ghana indicates that mentoring can strengthen teacher trainees’ knowledge, skills and classroom experience.
Weak coordination, inadequate mentor preparation and poor interpersonal relationships can reduce the effectiveness of mentoring.

What Is Mentoring in Teacher Education?

Mentoring in teacher education is a structured professional relationship in which an experienced teacher, teacher educator or other suitably qualified practitioner supports the learning and professional development of a less experienced teacher or teacher trainee.

The relationship normally involves guidance, observation, discussion, modelling, feedback and reflection. The mentor does not simply tell the trainee what to do. Effective mentoring provides opportunities for the trainee to understand why particular professional decisions are made and to develop the ability to make sound decisions independently.

Mentoring therefore differs from ordinary supervision. Supervision may focus heavily on monitoring performance and determining whether prescribed requirements have been met. Mentoring places greater emphasis on learning, professional growth and the gradual development of competence.

Within teacher education, mentoring may occur in Colleges of Education, universities, partnership schools and other professional learning environments. It can support trainees during school placement, teaching practice, internship or other forms of school-based professional experience.

The National Teaching Council’s Mentoring and Coaching Framework describes mentoring and coaching as important approaches to teacher development and school improvement. The framework was developed to provide direction and standards for mentoring and coaching activities involving teachers in Ghana.

Why Is Mentoring Important in Teacher Education?

Teacher education involves the development of professional knowledge, practical skills, values and attitudes. Classroom teaching provides situations that cannot always be fully reproduced in a lecture room. A trainee may understand a teaching strategy theoretically but still struggle to apply it effectively when managing a real classroom.

Mentoring helps bridge this gap. The trainee can observe how an experienced teacher introduces a lesson, manages transitions, asks questions, responds to learners and assesses understanding. The trainee can then attempt similar practices and discuss the experience with the mentor.

Another important contribution is feedback. A trainee may not recognize certain weaknesses in lesson delivery, questioning, classroom management or assessment. Constructive feedback allows the trainee to examine the practice from another perspective.

Mentoring can also contribute to professional identity. Teacher trainees gradually begin to see themselves as members of a professional community. Through interactions with experienced teachers, they learn about professional responsibilities, ethical conduct, relationships with learners, collaboration with colleagues and engagement with parents and communities.

Research conducted among mentees from OLA College of Education found that participants considered mentorship beneficial to their initial teacher preparation. The study reported gains in knowledge, skills and experience in teaching and learning.

Mentoring is also relevant after initial teacher preparation. The NTC’s national framework recognizes mentoring and coaching as mechanisms for supporting both beginning and experienced teachers. The framework links mentoring with teacher effectiveness, professional learning and school improvement.

Mentoring and the Ghanaian Teacher Education System

Mentoring operates within a wider teacher education system involving teacher trainees, Colleges of Education, universities, schools, the Ghana Education Service and professional regulatory institutions.

The National Teaching Council has responsibility for regulating the teaching profession and establishing standards for teacher education and professional practice. Its functions include developing standards for teacher education, providing a framework for teacher education curriculum and promoting continuing professional education.

The University of Education, Winneba provides an example of institutional support for mentoring. Its Institute for Teacher Education and Continuing Professional Development is responsible for matters including student placement and internship, affiliation and mentoring of Colleges of Education, and continuing professional development. The institute’s stated mission includes providing student teachers with quality school-based teaching experiences and mentoring.

Colleges of Education provide the institutional environment in which teacher trainees develop professional knowledge and skills. Partner schools provide authentic classroom environments in which trainees can experience the realities of teaching.

This arrangement means that mentoring cannot be regarded as the responsibility of one individual alone. It requires coordination among the College of Education, affiliated university, mentor, school leadership, teacher trainee and other relevant stakeholders.

Effective mentoring should therefore be connected to the objectives of the teacher education programme and the professional expectations established for teachers in Ghana.

Who Is a Mentor in Teacher Education?

A mentor is an experienced practitioner who supports the professional learning and development of a less experienced teacher or teacher trainee.

In school-based teacher education, the mentor is commonly an experienced teacher who works closely with the trainee. The mentor provides opportunities for observation, guided practice, discussion and feedback.

A mentor should possess sound professional knowledge and demonstrate appropriate professional conduct. Classroom experience alone, however, does not automatically make someone an effective mentor. Mentoring requires additional skills in communication, observation, questioning, feedback and professional support.

The mentor must also understand the role of the trainee. A trainee is still developing professional competence and should therefore be given opportunities to learn from mistakes within a supportive professional environment.

The National Teaching Council has identified mentoring and coaching as important components of teacher development. Its framework seeks to provide standards and guidance for mentoring and coaching activities involving teachers in Ghana.

Mentors can therefore be viewed as professional guides who help trainees interpret classroom experiences and gradually assume greater responsibility for teaching.

Roles and Responsibilities of a Mentor

The effectiveness of mentoring depends substantially on the responsibilities performed by the mentor. These responsibilities should be clearly understood before the mentoring relationship begins.

1. Orientation

The mentor helps the trainee understand the school environment, professional expectations, routines, policies and responsibilities.

2. Modelling

The mentor demonstrates effective professional practices. This may include lesson preparation, classroom management, assessment, use of teaching resources and interaction with learners.

3. Observation

The mentor observes the trainee’s professional practice and gathers evidence about strengths and areas requiring improvement.

4. Feedback

The mentor provides specific, constructive and timely feedback. Feedback should focus on observable practice rather than personal criticism.

5. Guided Practice

The mentor provides opportunities for the trainee to undertake professional activities while receiving appropriate support.

6. Reflection

The mentor encourages the trainee to examine classroom experiences and identify lessons for future practice.

7. Professional Support

The mentor provides advice concerning professional conduct, collaboration, communication and other aspects of school life.

8. Progress Monitoring

Where required by the programme, the mentor contributes information about the trainee’s progress and professional development.

The mentor should therefore balance support with appropriate professional challenge. Excessive control can prevent the trainee from developing independence, while insufficient guidance can leave the trainee without the support required for meaningful professional learning.

Roles and Responsibilities of the Teacher Trainee

Mentoring is not a one-way process. The teacher trainee has important responsibilities in making the relationship productive.

The trainee should attend scheduled mentoring activities, prepare adequately for teaching and actively participate in professional discussions.

A trainee should also be willing to receive feedback. Effective professional development requires the ability to identify weaknesses without treating constructive criticism as a personal attack.

Reflection is another major responsibility. After teaching, the trainee should examine what happened, why it happened and what could be done differently.

The trainee should also maintain professional conduct in dealings with learners, teachers, school leaders and members of the wider school community.

The trainee should gradually move from observation and supported participation towards greater professional independence. The ultimate purpose of mentoring is not to create dependence on the mentor. It is to help the trainee develop the knowledge, judgement and confidence required for professional practice.

Research on mentorship at OLA College of Education found that trainees regarded mentorship positively but also identified challenges that required improvement. The study recommended greater preparation of headteachers and teachers in partner schools regarding their roles in the mentoring programme.

Role of the College of Education and University

The College of Education has responsibility for preparing trainees for professional practice and ensuring that school-based experiences are connected to the teacher education curriculum.

The College should establish clear expectations for school placement, communicate requirements to mentors and monitor the quality of trainees’ professional experiences.

Affiliated universities also have an important role. Institutional arrangements can include student placement, internship, mentoring and academic support. The University of Education, Winneba, for example, identifies student placement, internship and mentoring of affiliated Colleges of Education among the responsibilities of its Institute for Teacher Education and Continuing Professional Development.

College tutors can complement school-based mentoring by helping trainees connect classroom experiences with educational theory and research.

This relationship is particularly important because a trainee’s school experience should not become disconnected from the academic programme. Professional practice should generate questions for academic study, while academic knowledge should help trainees interpret their professional experiences.

The institution should therefore monitor whether trainees are receiving meaningful professional experiences rather than simply being placed in schools without adequate mentoring support.

Role of the Partnership School

The partnership school provides the setting in which teacher trainees encounter the everyday realities of teaching.

School leaders have an important role in creating a supportive environment. The trainee should be introduced to relevant school routines and should understand the expectations governing professional conduct.

The school should also ensure that the trainee has meaningful opportunities to observe and participate in classroom teaching.

Teachers who serve as mentors should have sufficient time to interact with trainees. If mentoring is added to an already demanding workload without adequate planning, the quality of support may suffer.

The school also provides an important professional community. Trainees can learn from interactions with teachers beyond their designated mentor. They may observe different teaching styles and approaches to classroom management, assessment and learner engagement.

A strong partnership school therefore functions as a professional learning environment rather than simply a location where a trainee completes a placement requirement.

The Mentoring Process in Teacher Education

Although mentoring arrangements may differ among institutions and programmes, an effective mentoring process generally contains several interconnected stages.

Stage 1: Preparation

The mentor and trainee establish expectations, responsibilities and communication arrangements.

Stage 2: Orientation

The trainee becomes familiar with the school, learners, teachers, curriculum, routines and professional expectations.

Stage 3: Observation

The trainee observes experienced teachers and examines classroom practice.

Stage 4: Guided Participation

The trainee begins participating in classroom activities under appropriate supervision.

Stage 5: Independent Practice

The trainee assumes increasing responsibility for planning and delivering lessons.

Stage 6: Observation and Feedback

The mentor observes the trainee and provides evidence-based feedback.

Stage 7: Reflection

The trainee reflects on the teaching experience and considers improvements.

Stage 8: Development Planning

The mentor and trainee identify areas for further development and establish practical goals.

This process should be developmental. A trainee should not be expected to demonstrate full professional competence at the beginning of a placement.

The progression from observation to supported participation and eventually greater independence allows professional competence to develop gradually.

Mentoring, Supervision and Coaching: What Is the Difference?

Mentoring, supervision and coaching are related concepts, but they should not automatically be treated as identical.

Mentoring generally involves a developmental relationship in which an experienced practitioner supports the professional growth of a less experienced colleague or trainee.

Supervision tends to involve monitoring, observation, assessment and professional accountability. In teacher education, supervision may be concerned with determining whether a trainee has met specific programme requirements.

Coaching often focuses on improving particular aspects of professional performance through targeted guidance, practice and feedback.

In practice, the three may overlap. A mentor may observe a lesson, provide feedback and help the trainee improve a particular skill. At the same time, formal assessment may require supervisory judgement.

The distinction becomes important because a relationship that is perceived entirely as an assessment relationship may discourage trainees from openly discussing difficulties. Effective mentoring requires sufficient trust for trainees to examine their weaknesses honestly.

The NTC’s national framework addresses both mentoring and coaching and seeks to provide a coherent basis for these professional development practices in Ghana.

Benefits of Mentoring in Teacher Education

Mentoring can contribute to teacher development in several ways.

Improved Classroom Practice

Trainees receive practical guidance on lesson preparation, teaching methods, classroom management and assessment.

Development of Professional Knowledge

Classroom experiences help trainees understand how theoretical concepts operate in real educational settings.

Constructive Feedback

Regular feedback allows trainees to identify strengths and areas requiring improvement.

Professional Confidence

Supported practice can help trainees become more confident in handling classroom responsibilities.

Professional Identity

Mentoring exposes trainees to professional expectations and the culture of teaching.

Reflective Practice

Mentoring conversations can encourage trainees to examine their decisions and consider alternative approaches.

Socialisation into the Profession

Trainees become familiar with relationships, responsibilities and practices within the school community.

Support for Teacher Retention and Development

Mentoring can extend beyond initial teacher preparation and provide support for beginning teachers as they enter professional practice.

The NTC’s framework identifies mentoring and coaching as approaches that can strengthen teacher practice and support school improvement.

Challenges of Mentoring in Ghanaian Teacher Education

Despite its potential benefits, mentoring can face several challenges.

Inadequate Mentor Preparation

An experienced teacher may be an excellent classroom practitioner but may not automatically possess the skills required to mentor another teacher.

Workload

Teachers already have demanding professional responsibilities. Without appropriate planning, mentoring can become an additional burden.

Weak Communication

Poor communication between the College, school, mentor and trainee can lead to confusion about expectations.

Assessment Anxiety

When the mentor is perceived primarily as an assessor, the trainee may be reluctant to disclose difficulties or seek help.

Interpersonal Problems

Mentoring depends on professional relationships. Personality differences, poor communication and lack of trust can weaken the relationship.

Research involving trainees from OLA College of Education identified interpersonal difficulties among the challenges associated with mentorship and recommended workshops to clarify the roles of headteachers and teachers in partner schools.

Limited Resources

Some schools may lack adequate teaching and learning resources, classrooms or other facilities required for effective professional practice.

Inconsistent Monitoring

Where institutional monitoring is weak, the quality of mentoring may vary significantly between schools.

These challenges demonstrate why mentoring requires institutional support rather than reliance solely on individual goodwill.

How Can Mentoring Be Improved in Ghana?

Improving mentoring requires attention to the entire teacher education system.

First, mentors should receive appropriate preparation. Training should address observation, feedback, communication, adult learning, professional ethics, coaching and reflective practice.

Second, Colleges of Education and partner schools should establish clear mentoring expectations. Mentors and trainees should know what activities are expected, how often meetings should occur and how progress will be documented.

Third, institutions should improve communication. Placement arrangements, programme requirements and assessment expectations should be communicated clearly to all parties.

Fourth, mentoring should be supported through professional development. The NTC already provides a national framework for mentoring and coaching, creating a foundation upon which institutional programmes can be developed.

Fifth, monitoring should focus on the quality of the trainee’s professional learning rather than merely confirming attendance at a school.

Finally, mentoring should encourage reflection. The trainee should be given opportunities to discuss classroom experiences, examine evidence and develop practical responses to professional problems.

The objective should be a mentoring system in which professional learning is deliberate, structured and connected to the development of competent teachers.

Mentoring and the National Teachers’ Standards

The National Teachers’ Standards provide an important professional reference point for teacher development in Ghana.

The NTC explains that the National Teachers’ Standards specify competencies required of teachers at different levels of professional development.

Mentoring can help trainees interpret these professional expectations in relation to actual classroom practice.

For example, a trainee may understand the importance of effective classroom management from academic coursework. Through mentoring, the trainee can observe how a teacher establishes routines, handles disruptions and creates an environment conducive to learning.

Similarly, professional standards relating to assessment can be examined through actual lesson planning, questioning, marking and feedback.

The standards can therefore serve as a reference point for mentoring conversations. Instead of giving general comments such as “your lesson was good,” a mentor can help the trainee identify specific areas of professional competence and areas requiring further development.

This makes mentoring more purposeful and evidence-based.

Mentoring and Reflective Practice

Reflection is central to effective professional learning.

A trainee may complete a lesson and initially conclude that it went well or badly. Mentoring can help move the trainee beyond such general judgements.

The mentor can ask questions such as:

What were you trying to achieve?
Which learners demonstrated understanding?
What evidence shows that learning occurred?
Which part of the lesson was most successful?
Where did learners experience difficulty?
What would you change in the next lesson?

Such questions encourage the trainee to analyse classroom evidence rather than depend solely on personal impressions.

Reflection can also help trainees connect practice with educational theory. A classroom management problem may raise questions about motivation, learner diversity, instructional strategies or assessment.

Mentoring therefore becomes more valuable when it creates a professional dialogue around practice.

Over time, trainees can develop the ability to evaluate their own teaching without always depending on the mentor. This is an important step towards professional autonomy.

Digital Mentoring and Technology in Teacher Education

Technology provides additional possibilities for mentoring in teacher education.

Digital platforms can support communication between mentors and trainees, especially where physical distance makes frequent meetings difficult.

Trainees can share lesson plans, reflective journals and teaching resources electronically. Mentors can provide written feedback and schedule virtual discussions.

Digital tools may also support professional learning communities in which teachers and trainees discuss common classroom problems.

However, technology should complement rather than replace meaningful professional relationships. Effective mentoring requires dialogue, observation and contextual understanding. A digital platform cannot by itself create an effective mentoring relationship.

Institutions should also consider digital access, data protection, confidentiality and professional ethics when using technology for mentoring.

The National Teaching Council’s digital learning platform currently provides professional development opportunities for teachers, including courses related to coaching and mentoring.

EducateGhana Analysis

Educational Significance

Mentoring is significant because teacher competence develops through the interaction of knowledge, practice and professional reflection. A teacher trainee may acquire substantial theoretical knowledge without necessarily developing the judgement required to respond effectively to the complexity of classroom situations.

A strong mentoring system helps address this problem by creating structured opportunities for trainees to learn through authentic professional experience.

Mentoring is therefore best understood as part of teacher preparation rather than as an optional activity attached to teaching practice.

Policy Implications

Ghana’s teacher education reforms require a coordinated approach to professional preparation. The National Teaching Council’s responsibility for teacher education standards and professional development provides an institutional basis for strengthening mentoring.

Policy should ensure that mentoring expectations are clearly defined across teacher education institutions and partnership schools.

There should also be adequate attention to mentor preparation, workload and professional recognition. A mentoring system that depends entirely on unpaid goodwill may produce inconsistent outcomes.

Implementation Considerations

Effective implementation requires clear roles for Colleges of Education, affiliated universities, schools, mentors, tutors and trainees.

Mentors should receive training in professional feedback, observation and reflective dialogue. Schools should also understand their responsibilities in supporting teacher trainees.

Monitoring should examine the quality of the professional experience. Institutions should ask whether trainees are observing effective practice, receiving feedback, teaching regularly and reflecting on their experiences.

Future Outlook

The future of teacher mentoring in Ghana is likely to involve stronger integration of school-based learning, professional standards, continuing professional development and digital learning.

Technology can improve communication and documentation, but the central element will remain the quality of the professional relationship between mentor and trainee.

A well-designed mentoring system can contribute to the development of teachers who are more reflective, professionally confident and capable of responding to the needs of diverse learners.

Why You Can Trust This Information

This article is based primarily on official information from Ghana’s National Teaching Council and institutional sources, including the University of Education, Winneba. It also draws on published research concerning mentorship in Ghanaian teacher education.

EducateGhana.com distinguishes between official policy information and findings from individual studies. Where institutional arrangements or regulations may change, readers should consult the relevant regulatory institution or teacher education institution for the latest requirements.

Frequently Asked Questions

1. What is mentoring in teacher education?

Mentoring in teacher education is a structured professional relationship in which an experienced teacher or educator supports the development of a teacher trainee through guidance, observation, feedback, modelling and reflection.

2. Why is mentoring important for teacher trainees?

Mentoring helps trainees connect educational theory with classroom practice. It can improve teaching skills, professional knowledge, confidence, reflection and understanding of professional responsibilities.

3. Who can serve as a mentor?

A mentor should normally be an experienced and professionally competent teacher or educator who has the knowledge and interpersonal skills required to support another teacher’s professional development.

4. What does a teacher mentor do?

A mentor may orient the trainee, model professional practice, observe lessons, provide feedback, support lesson planning, encourage reflection and help the trainee develop professional competence.

5. Is mentoring the same as teaching practice?

No. Teaching practice is a broader professional learning experience involving classroom teaching and related activities. Mentoring is one of the mechanisms through which a trainee can receive professional guidance during that experience.

6. What is the role of the National Teaching Council in mentoring?

The National Teaching Council regulates the teaching profession, develops professional standards and provides frameworks for teacher education and professional development. It has published a Mentoring and Coaching Framework for Pre-Tertiary Teachers in Ghana.

7. Can mentoring continue after teacher training?

Yes. Mentoring and coaching can support beginning teachers and experienced teachers as part of continuing professional development. The NTC’s framework specifically addresses mentoring and coaching as approaches to teacher development.

8. What is the difference between mentoring and coaching?

Mentoring generally provides broader professional development support, while coaching often focuses on improving particular skills or areas of professional performance. In practice, the two approaches can overlap.

9. What is the role of reflection in mentoring?

Reflection enables trainees to examine their teaching experiences, identify strengths and weaknesses, interpret classroom evidence and determine how future practice can be improved.

10. What challenges affect mentoring in Ghana?

Challenges can include inadequate mentor preparation, workload, weak communication, interpersonal difficulties, limited resources and inconsistent institutional monitoring.

11. Can technology support teacher mentoring?

Yes. Digital platforms can support communication, professional learning, document sharing, feedback and virtual mentoring. However, technology should complement meaningful professional interaction.

12. What are the benefits of mentoring for schools?

Mentoring can contribute to teacher development, professional collaboration and improved teaching practice. It can also strengthen relationships between teacher education institutions and partnership schools.

13. What should a trainee expect from a mentor?

A trainee should expect professional guidance, constructive feedback, opportunities to observe and practise teaching, discussion of classroom experiences and support in identifying areas for development.

14. What should a trainee do to benefit from mentoring?

The trainee should participate actively, prepare adequately, accept constructive feedback, ask questions, reflect on teaching experiences and take increasing responsibility for professional learning.

15. Why is mentor training important?

Mentor training helps experienced teachers understand how to support another teacher’s learning. Classroom expertise alone does not necessarily provide all the skills required for effective mentoring.

Conclusion

Mentoring is an important part of professional teacher preparation in Ghana because it connects formal teacher education with authentic classroom experience.

An effective mentor helps the trainee observe professional practice, participate in teaching, receive constructive feedback and reflect on classroom experiences. The process should gradually develop professional independence rather than create permanent dependence on the mentor.

The evidence and institutional frameworks available in Ghana indicate that mentoring has an established place within teacher development. The National Teaching Council has developed a national mentoring and coaching framework, while teacher education institutions such as the University of Education, Winneba have institutional structures supporting student placement and mentoring.

The continuing challenge is to ensure that mentoring is consistently implemented across teacher education institutions and partnership schools. Mentor preparation, institutional coordination, adequate support, clear expectations and reflective professional dialogue remain essential.

For Ghana’s teacher education system, the quality of mentoring matters because the quality of professional preparation ultimately influences the teachers who enter classrooms and the learning experiences they provide to pupils and students.

Editor’s Recommendation

➡ Supported Teaching in School in Ghana: Complete Guide

➡ Teacher Education and Training in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ Teaching Practice in Ghana: Requirements and Guidelines

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

National Teaching Council. (2020). Mentoring and coaching framework for pre-tertiary teachers in Ghana. Ministry of Education, Ghana.

National Teaching Council. (2021). National teachers’ standards for Ghana: Guidelines. Ministry of Education, Ghana.

National Teaching Council. (n.d.). Functions of the National Teaching Council. Ministry of Education, Ghana.

National Teaching Council. (n.d.). Downloads: Mentoring and coaching framework for pre-tertiary teachers in Ghana. Ministry of Education, Ghana.

National Teaching Council. (n.d.). Frequently asked questions. Ministry of Education, Ghana.

Esia-Donkoh, K. (2010). Mentorship as an initial teacher preparation programme in Colleges of Education in Ghana: Views of mentees from OLA College of Education, Cape Coast, Ghana. University of Education, Winneba Institutional Repository.

University of Education, Winneba. (n.d.). Institute for Teacher Education and Continuing Professional Development.

Recommended Citation for AI and Academic Use

Please cite this article using the APA reference below when quoting or referencing its analysis in academic work, research publications or AI-assisted writing.

Ellis, F. (2026). Mentoring in teacher education in Ghana: Complete guide. EducateGhana.com.

Source(s)

National Teaching Council, Ministry of Education, University of Education, Winneba Institutional Repository.

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