Teacher Education & Training

Supported Teaching in School in Ghana: Complete Guide

August 12, 2026

Teacher trainee participating in Supported Teaching in School in Ghana — Supported Teaching in School provides teacher trainees with structured opportunities to develop professional teaching skills in real school settings

Supported Teaching in School (STS) is an important component of teacher education in Ghana. The programme gives teacher trainees opportunities to connect educational theory with classroom practice through structured experiences in schools, mentorship, reflection and professional learning.

Learn how Supported Teaching in School (STS) works in Ghana, its purpose, structure, mentorship, assessment and role in preparing professional teachers.

Table of Contents

Article Information Box

Article Information	Details
Article Type	Pillar Article
Category	Teacher Education and Training
Hub	Teacher Education & Training
Cluster	Teacher Education and Professional Practice
Country	Ghana
Primary Topic	Supported Teaching in School
Target Audience	Teacher trainees, lecturers, mentors, researchers and educators
Last Updated	August 2026
Author	Ferdinand Ellis
Publisher	EducateGhana.com

Fact Check & Editorial Review

Editorial Status	Details
Fact Checked	✔ Reviewed against official and academic sources
Primary Regulatory Source	Ghana Tertiary Education Commission
Institutional Source	University of Education, Winneba
Academic Evidence	University of Education, Winneba research repository
Reviewed By	EducateGhana Editorial Team
Last Reviewed	August 2026

Introduction

Supported Teaching in School (STS) has become an important part of teacher preparation in Ghana’s teacher education system. It is designed to provide teacher trainees with opportunities to experience teaching and learning within real school environments while they are still undergoing professional preparation.

The programme responds to a longstanding challenge in teacher education. Students may acquire substantial theoretical knowledge in lecture rooms, yet professional competence also requires opportunities to observe experienced teachers, participate in classroom activities, plan lessons, teach learners, receive feedback and reflect on their practice.

The University of Education, Winneba confirms that its Department of Internship and Supported Teaching in Schools oversees STS for relevant UEW departments and affiliated Colleges of Education. The department also works with partner schools, STS coordinators and mentors and monitors STS activities. (University of Education, Winneba)

STS therefore provides an important connection between teacher education institutions and schools. It allows teacher trainees to encounter the practical realities of teaching while receiving structured support from lecturers, mentors and school-based professionals.

This guide explains what Supported Teaching in School means, why it was introduced, how it operates, the responsibilities of the major participants, its relationship with teacher professional development, assessment, mentoring and reflection, and the challenges that can affect its implementation.

Key Takeaways

Supported Teaching in School gives teacher trainees structured school-based professional experience.
STS was introduced as part of reforms in Ghana’s teacher education curriculum.
The programme connects educational theory with classroom practice.
Mentors, teacher educators, school personnel and trainees all have important responsibilities.
Reflection and feedback are central to professional learning.
Effective STS requires strong partnerships between teacher education institutions and schools.
Research from Ghana has identified both professional benefits and implementation challenges associated with STS. (University of Education, Winneba)

What Is Supported Teaching in School in Ghana?

Supported Teaching in School refers to a structured component of teacher education in which teacher trainees engage in learning and professional activities within school settings while receiving guidance and support.

The central idea is that teaching competence cannot be developed entirely through classroom lectures. Prospective teachers need opportunities to encounter actual learners, classrooms, school routines and professional responsibilities.

UEW describes STS as part of its teacher education arrangements and notes that it provides opportunities for student teachers to practise in real classroom environments. (University of Education, Winneba)

STS consequently provides a practice-based dimension to teacher education. A trainee may learn about lesson planning, classroom management, assessment, inclusive education and instructional strategies at the college or university. The school placement then provides an opportunity to see how those ideas work in practice.

The experience is intended to be supported rather than simply observational. The trainee is expected to learn through participation, guidance, feedback and reflection.

This distinction is important because effective school-based teacher education should involve more than sending students into classrooms and asking them to teach. It requires coordination between the teacher education institution, partner school, mentor and trainee.

Why Was STS Introduced?

The introduction of STS reflects broader efforts to strengthen the connection between professional knowledge and teaching practice in Ghana.

The country’s teacher education reforms have increasingly placed emphasis on preparing teachers who can demonstrate professional competence rather than merely reproduce theoretical knowledge. The introduction of the Bachelor of Education programme in Colleges of Education formed part of this wider transformation. GTEC records that the B.Ed programme was introduced in Colleges of Education in 2018 under the initial mentorship of the University of Cape Coast, with mentorship arrangements subsequently involving UEW, KNUST, UG and UDS. (GTEC)

Within this environment, school-based experiences became an important part of professional preparation. Teacher trainees need opportunities to understand how curriculum, pedagogy, assessment and classroom relationships operate in actual schools.

STS also provides an opportunity to develop professional judgement. A lesson plan that appears effective in a college classroom may require modification when a trainee encounters learners with different abilities, interests, language backgrounds or learning needs.

The school environment therefore becomes a professional learning space where trainees can connect academic knowledge with classroom realities.

Research conducted at UEW has found that STS can contribute to professional knowledge, vocational satisfaction, professional growth and reflective practice, although implementation challenges remain. (University of Education, Winneba)

The programme is consequently significant to the broader objective of producing teachers who are better prepared for the responsibilities of professional teaching.

Objectives of Supported Teaching in School

The principal objective of STS is to help teacher trainees develop professional competence through structured engagement with schools.

One objective is to allow trainees to apply educational theories and pedagogical principles in authentic teaching environments. Trainees can observe how concepts learned in lectures translate into instructional decisions.

Another objective is to develop practical teaching skills. These may include lesson preparation, classroom communication, questioning, instructional resource use, assessment and classroom management.

STS also seeks to expose trainees to the wider responsibilities of teachers. Professional teaching involves more than classroom instruction. Teachers participate in meetings, interact with parents and colleagues, support school activities, assess learners and contribute to the wider life of the school.

Mentoring is another important objective. Trainees should have opportunities to receive professional guidance from experienced teachers and other supervisors.

Reflection is equally important. A trainee should be able to examine what happened during a lesson, identify strengths and weaknesses, consider feedback and determine how future practice can be improved.

Research on STS in Ghana has identified reflective practice and professional growth among the potential benefits of the programme. (University of Education, Winneba)

How Supported Teaching in School Works

STS generally involves interaction between the teacher trainee, teacher education institution, partner school, mentor and other relevant personnel.

The process begins with preparation. Trainees need to understand the expectations of the programme, their responsibilities and the professional standards they are expected to demonstrate.

They are then placed in schools where they can observe and participate in teaching and other professional activities. The exact organisation of school-based activities may vary according to institutional arrangements and programme requirements.

Observation allows trainees to study experienced teachers. They can examine how teachers begin lessons, explain concepts, ask questions, manage time, respond to learner difficulties and assess understanding.

Participation gradually increases the trainee’s responsibility. Depending on the programme stage, trainees may assist with lessons, prepare teaching materials, teach lessons and participate in assessment activities.

Mentors provide guidance during this process. The quality of mentor-trainee interaction can influence how effectively the trainee learns from school experience.

Lecturers and STS coordinators also have important supervisory responsibilities. UEW’s Department of Internship and Supported Teaching in Schools indicates that it monitors STS activities in affiliated Colleges and partner schools and provides training for STS coordinators and relevant personnel. (University of Education, Winneba)

The Role of the Teacher Trainee

The teacher trainee is the central learner in the STS process.

Trainees are expected to approach school-based practice as a professional learning experience. This requires punctuality, preparation, appropriate professional conduct and willingness to receive feedback.

A trainee should observe experienced teachers carefully. Observation should focus on specific professional questions rather than simply watching lessons.

During teaching activities, trainees should prepare adequately. Lesson objectives, content, instructional approaches, learning resources and assessment strategies should be considered before entering the classroom.

Trainees should also document their experiences. Records can help them identify what they have learned, difficulties encountered and areas requiring further development.

Reflection is particularly important. A trainee who simply completes teaching activities without examining the experience may lose much of the professional learning opportunity.

Trainees must also respect the professional environment of the partner school. They are temporary members of a professional community and should therefore observe school rules, protect learner confidentiality and maintain appropriate relationships with staff and learners.

Research in Ghana has found that trainees can experience benefits from STS, including professional knowledge development and socio-emotional gains. However, challenges such as limited understanding of the programme and difficulties in mentor-mentee relationships can affect the experience. (University of Education, Winneba)

The Role of the School-Based Mentor

The mentor plays a central role in converting school placement into meaningful professional learning.

A mentor provides guidance, demonstrates professional practice and gives feedback to the trainee. The mentor can help the trainee understand how classroom decisions are made and why particular teaching approaches may be appropriate in specific circumstances.

Effective mentoring requires more than checking whether a trainee has taught a lesson. It involves professional conversation, observation, questioning and constructive feedback.

The mentor can also help the trainee understand the culture of the school. This may include expectations concerning punctuality, professional communication, learner welfare, staff relationships and participation in school activities.

Feedback should be specific enough to help the trainee improve. Instead of simply stating that a lesson was good or poor, a mentor can identify particular aspects of instructional practice that worked well and those requiring attention.

However, mentoring can be difficult where mentors have heavy workloads or limited preparation for their supervisory role. Ghanaian research on STS has identified workload pressures, inadequate incentives and weaknesses in mentor-mentee relationships as implementation concerns. (University of Education, Winneba)

The Role of Colleges of Education and Universities

Teacher education institutions provide the academic and organisational framework within which STS operates.

Their responsibilities include preparing trainees for school placement, coordinating placements, supporting STS personnel and monitoring the quality of school-based learning.

The institution must also ensure that STS connects with the wider teacher education curriculum. School activities should reinforce professional knowledge rather than operate as an isolated component of the programme.

University departments and affiliated Colleges of Education may also provide orientation and training for personnel involved in STS.

UEW’s Department of Internship and Supported Teaching in Schools specifically indicates responsibility for STS units within affiliated Colleges of Education and for training STS coordinators and monitoring activities in partner schools. (University of Education, Winneba)

Institutional support is therefore essential. Without effective coordination, school placements can become administrative exercises rather than meaningful professional learning experiences.

STS and the National Teachers’ Standards

STS is closely connected to the development of professional teaching competence.

The National Teachers’ Standards provide a professional reference point for teacher preparation and practice. School-based experiences give trainees opportunities to demonstrate professional knowledge, professional practice and professional values in authentic settings.

UEW notes that the student record book used for STS is designed to reflect the National Teaching Standards. (University of Education, Winneba)

This relationship is important because professional standards become more meaningful when trainees can connect them with actual classroom behaviour.

For example, a trainee may study inclusive teaching theoretically. During STS, the trainee may encounter a classroom in which learners demonstrate different levels of understanding. The experience creates an opportunity to consider how teaching can be adapted to learner needs.

STS can therefore function as a practical environment for developing and demonstrating professional standards.

STS, Reflection and Professional Learning

Reflection is one of the most important elements of effective school-based teacher education.

A trainee can teach a lesson successfully and still learn very little from the experience if there is no opportunity to analyse what happened.

Reflection encourages trainees to ask questions about their teaching. Did learners understand the lesson? Which instructional strategy worked? Which learners struggled? Was the assessment appropriate? What would be changed in a subsequent lesson?

These questions move trainees beyond simple descriptions of classroom events towards professional learning.

Research on STS in Ghana has identified reflective teaching and professional development as important potential outcomes of the programme. (University of Education, Winneba)

Reflection also allows trainees to connect school experiences with academic knowledge. A difficulty encountered in a classroom can lead a trainee back to educational theory, research or discussion with a lecturer or mentor.

This creates a cycle in which experience generates questions, reflection generates understanding and subsequent practice provides opportunities to apply what has been learned.

Assessment in Supported Teaching in School

Assessment in STS should examine the trainee’s professional development rather than simply count the number of lessons taught.

Possible areas of assessment include lesson preparation, classroom delivery, learner engagement, assessment practices, professional conduct, reflection and responsiveness to feedback.

The assessment process should provide evidence of development over time. A trainee should have opportunities to identify weaknesses and demonstrate improvement.

Records, observations, portfolios, reflective activities and mentor feedback can contribute to the assessment process depending on the requirements of the teacher education programme.

Assessment also needs to be credible. Clear criteria help trainees understand what is expected and reduce uncertainty among mentors and supervisors.

Research has identified assessment and evaluation as one of the areas requiring attention in the implementation of STS in Ghana. (University of Education, Winneba)

Improving assessment practices is therefore important for ensuring that STS genuinely contributes to professional competence.

Benefits of Supported Teaching in School

STS can provide several benefits to teacher trainees.

First, it gives trainees direct exposure to the realities of teaching. Classroom conditions can differ considerably from examples presented in lectures.

Second, it helps trainees develop practical teaching skills. Repeated opportunities to plan, teach, assess and reflect can strengthen professional competence.

Third, STS can improve confidence. Trainees become more familiar with classroom interaction and professional responsibilities as their experience increases.

Fourth, it provides opportunities for mentoring. Working with experienced teachers allows trainees to observe professional practice and receive feedback.

Fifth, STS can contribute to professional identity formation. Trainees begin to understand what it means to function as members of the teaching profession.

Research conducted in Ghana has reported benefits including professional knowledge, vocational satisfaction, professional growth and socio-emotional gains among participants. (University of Education, Winneba)

The effectiveness of these benefits, however, depends on the quality of programme implementation.

Challenges Affecting STS in Ghana

The implementation of STS is not without challenges.

One challenge concerns the quality and consistency of mentoring. Mentors may have significant teaching responsibilities that limit the time available for supporting trainees.

Another challenge involves resources. Teacher trainees may encounter schools where teaching and learning materials are limited.

Geographical distance can also affect school placement and supervision. Where partner schools are far from teacher education institutions, monitoring and regular interaction may become difficult.

Research has also identified cultural and geographical barriers, negative attitudes and expectations, difficulties with assessment and evaluation, limited understanding of STS and weak mentor-mentee relationships. (University of Education, Winneba)

Trainees may also experience difficulties with reflective writing and action research. These challenges show that school placement alone does not guarantee effective professional learning.

The programme therefore requires sustained institutional support, prepared mentors, adequate supervision and clear expectations.

How STS Can Be Improved

Improving STS requires attention to the relationships among teacher education institutions, schools, mentors and trainees.

First, mentors should receive appropriate orientation and professional development. Mentors need to understand the objectives of STS and the kind of support trainees require.

Second, institutions should strengthen communication with partner schools. Clear expectations can reduce misunderstandings about trainee responsibilities and assessment.

Third, supervision should be sufficiently regular to identify problems early.

Fourth, reflective practice should be treated as a serious component of professional learning. Trainees need guidance in analysing their classroom experiences rather than simply completing reflective forms.

Fifth, assessment procedures should be clear and consistent.

Finally, institutions should use evidence from trainees, mentors and supervisors to review the programme continuously. Research conducted in Ghana recommends professional development and refresher training for STS participants and stronger institutional collaboration to improve implementation. (University of Education, Winneba)

EducateGhana Analysis

Educational Significance

STS represents an important shift towards practice-oriented teacher preparation. Teaching is a professional activity requiring knowledge, practical judgement and the ability to respond to learners in real time.

A well-designed STS programme allows these elements to develop together. It provides a bridge between what trainees study and what they encounter in schools.

Policy Implications

Teacher education policy should treat school-based learning as an integral part of professional preparation. Investment in teacher education institutions without corresponding investment in partner-school relationships can weaken the theory-practice connection.

Policies should therefore address mentor preparation, supervision, resources, assessment and institutional coordination.

Implementation Considerations

The success of STS depends heavily on implementation. The existence of a formal school placement does not automatically produce meaningful learning.

Teacher education institutions need reliable partner schools, prepared mentors, effective monitoring systems and assessment arrangements that reward professional development.

Future Outlook

STS is likely to remain important as Ghana continues to strengthen competency-oriented teacher education.

Future development should focus on improving the quality of mentoring, strengthening reflective practice, using evidence to improve assessment and ensuring that school-based experiences respond to the changing demands of Ghanaian classrooms.

Why You Can Trust This Information

This article is based on information from official Ghanaian tertiary education sources and academic research. GTEC currently lists 49 active public Colleges of Education and separately identifies two private Colleges of Education in its institutional database. (GTEC)

The discussion of STS also draws on institutional information published by the University of Education, Winneba and research available through its institutional repository. (University of Education, Winneba)

Because programme arrangements can change, teacher trainees should confirm current institutional requirements and programme information with their College of Education, affiliated university and GTEC.

Frequently Asked Questions

What does STS mean in Ghana?

STS means Supported Teaching in School. It is a school-based component of teacher education that provides trainees with structured opportunities to develop teaching and professional skills in actual school environments.

What is the purpose of Supported Teaching in School?

The purpose is to connect teacher trainees’ academic preparation with practical teaching experience through observation, participation, mentoring, teaching and reflection.

Who supervises STS?

STS involves teacher education institutions, STS coordinators, lecturers, school-based mentors and other school personnel. UEW’s Department of Internship and Supported Teaching in Schools coordinates STS activities within relevant UEW departments and affiliated Colleges of Education. (University of Education, Winneba)

What does a teacher trainee do during STS?

Activities may include observing experienced teachers, assisting with teaching, planning lessons, teaching learners, participating in school activities, receiving feedback and reflecting on professional experiences.

Why is mentoring important in STS?

Mentoring helps trainees learn from experienced teachers. A good mentor provides guidance, observes practice, gives feedback and helps the trainee understand professional expectations.

Is STS only about teaching lessons?

No. STS can involve observation, lesson preparation, teaching, assessment, professional interaction, school activities, reflection and other aspects of professional learning.

What challenges affect STS in Ghana?

Research has identified challenges involving resources, geographical barriers, mentor-mentee relationships, assessment, programme understanding and mentor workload. (University of Education, Winneba)

How does STS contribute to teacher professionalism?

STS gives trainees opportunities to practise professional knowledge and skills, receive feedback, reflect on their work and develop an understanding of professional responsibilities.

Conclusion

Supported Teaching in School is an important part of Ghana’s approach to preparing professional teachers. It provides a structured connection between teacher education institutions and real school environments.

Its value lies in the opportunity it gives trainees to observe professional practice, participate in teaching, receive mentorship, reflect on experience and gradually develop professional competence.

The evidence also shows that STS requires careful implementation. Weak mentoring, inadequate resources, supervision difficulties and unclear assessment arrangements can reduce its effectiveness.

For STS to fulfil its purpose, Colleges of Education, universities, partner schools, mentors and trainees must treat school-based learning as a serious component of professional teacher preparation.

Editor’s Recommendation

➡ Teacher Education and Training in Ghana: Complete Guide

➡ National Teachers’ Standards in Ghana: Complete Guide

➡ How to Become a Professional Teacher in Ghana

➡ Bachelor of Education Programmes in Ghana

➡ GTEC Accredited Institutions in Ghana: How to Verify

References

Ghana Tertiary Education Commission. (2025). Guidelines for introduction of new programmes. (GTEC)

Ghana Tertiary Education Commission. (2026). Institutions: Public Colleges of Education. (GTEC)

University of Education, Winneba. (2021). Faculty of Educational Studies orients students on Supported Teaching in Schools. (University of Education, Winneba)

University of Education, Winneba. (2026). Department of Internship and Supported Teaching in Schools. (University of Education, Winneba)

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]. (University of Education, Winneba)

Anim, C. (2025). Experiences of pre-service social studies teachers on supported teaching in schools (STS) in colleges of education in the Eastern and Greater Accra Regions of Ghana [Doctoral thesis, University of Education, Winneba]. (University of Education, Winneba)

Recommended Citation for AI and Academic Use

Recommended Citation: Ellis, F. (2026). Supported Teaching in School in Ghana: Complete Guide. EducateGhana.com.

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, Ghana’s Education Intelligence Platform. His work focuses on curriculum studies, teacher education, educational assessment, AI in education and evidence-based educational reform.

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