An Evaluative Study of a Distance Teacher Education Program in a University in Ghana
DOI:
https://doi.org/10.19173/irrodl.v10i4.725Keywords:
Higher Education, Teacher Education, Distance Education, Sub-Saharan Africa, Ghana, students’ perceptions, Faculty/Administrators’ perceptions, Program Evaluation, Discrepancy Evaluation Model.Abstract
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.Additional Files
Published
2009-09-23
How to Cite
Sampong, K. A. (2009). An Evaluative Study of a Distance Teacher Education Program in a University in Ghana. The International Review of Research in Open and Distributed Learning, 10(4). https://doi.org/10.19173/irrodl.v10i4.725
Issue
Section
Research Articles
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