In many teacher training colleges today, it is common to see large numbers of students graduating with first-class honors. On the surface, this is a remarkable achievement, often celebrated with great jubilation. However, beneath the accolades lies a concerning trend: many teacher trainees seem to value credentials over actual teaching competence.

The structure of most teacher training programs contributes to this problem. Colleges emphasize educational theories and philosophies, often at the expense of practical teaching experiences. As a result, trainees are more familiar with abstract concepts than with real classroom challenges. Practical components such as microteaching, lesson delivery, and classroom management are limited, leaving many trainees ill-prepared to translate theory into practice.

This imbalance is evident in learning approaches as well. Many trainees prioritize rote memorization to excel in exams, rather than engaging with constructivist principles that emphasize student-centered learning, critical thinking, and problem-solving. Consequently, while they may understand educational concepts academically, they struggle to implement them effectively in real classrooms.

Furthermore, a number of trainees display a weak understanding of professional standards. They often fail to internalize the Ghana Education Service (GES) Code of Conduct, the processes of student assessment, and the broader responsibilities of the teaching profession. This disconnect suggests that the current system risks producing teachers who are “credentialed” on paper but underprepared for the practical and ethical demands of the classroom.

The implications are significant. Students may receive instruction from teachers who lack practical skills, undermining the quality of education. Moreover, the profession itself may be devalued if competence is secondary to academic recognition.

To address this issue, teacher training colleges should increase the focus on practical teaching experiences and reflective practice. Assessments should evaluate both theoretical knowledge and applied teaching skills. Emphasizing the professional code of conduct and instilling a culture of reflective and student-centered practice will better prepare trainees for the realities of teaching. Only then can teacher education balance academic excellence with the practical competence required to nurture the next generation effectively.

SAMUEL ARTHUR (JEAN PIAGET)
FOSCO - L300