The history, people, and culture of many African nations have been
written, projected, and interp... more The history, people, and culture of many African nations have been written, projected, and interpreted in different ways. The contents and variability in the early accounts about African nations, which were based largely on external viewpoints and interests which barely represented the realities in Africa, created confusions about African historiography and affected how Africans, their cultures, and histories were perceived in Western cultures. Drawing on the literature on African historiography, this paper examines Ghanaian History teachers’ perspectives of historically significant events in Ghana’s past, and how these perspectives translate into classroom practice. Findings demonstrate teachers’ consciousness and belief in traditional African cultural practices and the unique modes of preserving and doing African history. The paper makes a case for how African historiography and History education should look different to those conducted in Western contexts.
Journal of Educational Development and Practice, 2016
The study examines how workload, classroom management and supervision induce
anxiety in History ... more The study examines how workload, classroom management and supervision induce
anxiety in History student-teachers during practicum. In all, eight (four males and four
females) final year History student-teachers were involved in the study. Qualitative
data by means of interviews were collected from a one-on-one discussion with each
participant. Thematic analysis was used in analysing the data. The study revealed that
workload was the most affective factor, while classroom management and supervision
did not create much worry or apprehension for student-teachers. Based on these
findings, it has been concluded that workload stimulated History student-teachers’
anxieties during the practicum but not classroom management and supervision. On
this conclusion, it has been suggested that History student-teachers be sensitised on
the over-engaging nature of the teaching profession as well as its implications for the
teaching of History before they embark on teaching practice.
History is an important school subject which conveys invaluable lessons from the past and whose w... more History is an important school subject which conveys invaluable lessons from the past and whose worth transcends regional, national and cultural boundaries. Such a subject needs to be taught well in order to make learners gain deep appreciation of the relevance of their learning. However, effective teaching of history in Ghanaian schools has long been blighted by problems and challenges that have often gone unaddressed. With little empirical literature emerging from Ghana, this study, drawing on 32 history teachers from 18 senior high schools, examined history teachers' perceptions of the problems faced in the teaching of history in the Cape Coast metropolis and Komenda, Edina, Eguafo, Abrim district in the Central Region of Ghana. The descriptive cross-sectional research design was used for the study and data were collected through questionnaires. The study found that overloaded syllabus, insufficient human and material resources, lack of support for the subject and large classes were the major problems facing the teaching of history. Based on the findings, the study concluded that the problems confronting the teaching of history in the two districts are administrative and pedagogical in nature. On this conclusion, it was recommended, among others, that syllabus content should be integrated to make it sync with the period given for its implementation. Also, the necessary resources should be provided to enhance the teaching of the subject.
The history, people, and culture of many African nations have been
written, projected, and interp... more The history, people, and culture of many African nations have been written, projected, and interpreted in different ways. The contents and variability in the early accounts about African nations, which were based largely on external viewpoints and interests which barely represented the realities in Africa, created confusions about African historiography and affected how Africans, their cultures, and histories were perceived in Western cultures. Drawing on the literature on African historiography, this paper examines Ghanaian History teachers’ perspectives of historically significant events in Ghana’s past, and how these perspectives translate into classroom practice. Findings demonstrate teachers’ consciousness and belief in traditional African cultural practices and the unique modes of preserving and doing African history. The paper makes a case for how African historiography and History education should look different to those conducted in Western contexts.
Journal of Educational Development and Practice, 2016
The study examines how workload, classroom management and supervision induce
anxiety in History ... more The study examines how workload, classroom management and supervision induce
anxiety in History student-teachers during practicum. In all, eight (four males and four
females) final year History student-teachers were involved in the study. Qualitative
data by means of interviews were collected from a one-on-one discussion with each
participant. Thematic analysis was used in analysing the data. The study revealed that
workload was the most affective factor, while classroom management and supervision
did not create much worry or apprehension for student-teachers. Based on these
findings, it has been concluded that workload stimulated History student-teachers’
anxieties during the practicum but not classroom management and supervision. On
this conclusion, it has been suggested that History student-teachers be sensitised on
the over-engaging nature of the teaching profession as well as its implications for the
teaching of History before they embark on teaching practice.
History is an important school subject which conveys invaluable lessons from the past and whose w... more History is an important school subject which conveys invaluable lessons from the past and whose worth transcends regional, national and cultural boundaries. Such a subject needs to be taught well in order to make learners gain deep appreciation of the relevance of their learning. However, effective teaching of history in Ghanaian schools has long been blighted by problems and challenges that have often gone unaddressed. With little empirical literature emerging from Ghana, this study, drawing on 32 history teachers from 18 senior high schools, examined history teachers' perceptions of the problems faced in the teaching of history in the Cape Coast metropolis and Komenda, Edina, Eguafo, Abrim district in the Central Region of Ghana. The descriptive cross-sectional research design was used for the study and data were collected through questionnaires. The study found that overloaded syllabus, insufficient human and material resources, lack of support for the subject and large classes were the major problems facing the teaching of history. Based on the findings, the study concluded that the problems confronting the teaching of history in the two districts are administrative and pedagogical in nature. On this conclusion, it was recommended, among others, that syllabus content should be integrated to make it sync with the period given for its implementation. Also, the necessary resources should be provided to enhance the teaching of the subject.
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Papers by Gideon Boadu
written, projected, and interpreted in different ways. The contents
and variability in the early accounts about African nations, which
were based largely on external viewpoints and interests which
barely represented the realities in Africa, created confusions about
African historiography and affected how Africans, their cultures,
and histories were perceived in Western cultures. Drawing on the
literature on African historiography, this paper examines Ghanaian
History teachers’ perspectives of historically significant events in
Ghana’s past, and how these perspectives translate into classroom
practice. Findings demonstrate teachers’ consciousness and belief
in traditional African cultural practices and the unique modes of
preserving and doing African history. The paper makes a case for
how African historiography and History education should look
different to those conducted in Western contexts.
anxiety in History student-teachers during practicum. In all, eight (four males and four
females) final year History student-teachers were involved in the study. Qualitative
data by means of interviews were collected from a one-on-one discussion with each
participant. Thematic analysis was used in analysing the data. The study revealed that
workload was the most affective factor, while classroom management and supervision
did not create much worry or apprehension for student-teachers. Based on these
findings, it has been concluded that workload stimulated History student-teachers’
anxieties during the practicum but not classroom management and supervision. On
this conclusion, it has been suggested that History student-teachers be sensitised on
the over-engaging nature of the teaching profession as well as its implications for the
teaching of History before they embark on teaching practice.
written, projected, and interpreted in different ways. The contents
and variability in the early accounts about African nations, which
were based largely on external viewpoints and interests which
barely represented the realities in Africa, created confusions about
African historiography and affected how Africans, their cultures,
and histories were perceived in Western cultures. Drawing on the
literature on African historiography, this paper examines Ghanaian
History teachers’ perspectives of historically significant events in
Ghana’s past, and how these perspectives translate into classroom
practice. Findings demonstrate teachers’ consciousness and belief
in traditional African cultural practices and the unique modes of
preserving and doing African history. The paper makes a case for
how African historiography and History education should look
different to those conducted in Western contexts.
anxiety in History student-teachers during practicum. In all, eight (four males and four
females) final year History student-teachers were involved in the study. Qualitative
data by means of interviews were collected from a one-on-one discussion with each
participant. Thematic analysis was used in analysing the data. The study revealed that
workload was the most affective factor, while classroom management and supervision
did not create much worry or apprehension for student-teachers. Based on these
findings, it has been concluded that workload stimulated History student-teachers’
anxieties during the practicum but not classroom management and supervision. On
this conclusion, it has been suggested that History student-teachers be sensitised on
the over-engaging nature of the teaching profession as well as its implications for the
teaching of History before they embark on teaching practice.