Exploration of Pre-service Social Studies Teachers’ Perspectives on Supported Teaching in Schools: Implications for Policy and Practice

Abstract

This study explores pre-service Social Studies teachers’ perspectives on the Supported Teaching in Schools (STS) programme in Colleges of Education in the Eastern and Greater Accra Regions of Ghana. Grounded in a sequential explanatory mixed-methods design, the research combined quantitative data from 397 respondents with qualitative insights from interviews with 15 participants. The findings reveal that pre-service teachers hold generally positive perceptions of the STS programme, particularly regarding its ability to enhance their capacity to apply content knowledge and pedagogy, plan coherent instruction, set instructional outcomes, and design assessments. The programme also fosters a culture of learning and supports the development of professional competencies aligned with the National Teachers’ Standards. However, challenges such as inadequate resources, inconsistent mentorship, and limited institutional collaboration were identified as constraints to its effective implementation. The study concludes that while STS significantly contributes to teacher preparation, strengthening mentorship structures and institutional partnerships is essential to maximise its impact. Policy recommendations are provided to improve the effectiveness of the programme and sustainability within Ghana’s teacher education system.