School resources and attitudes of trainee teachers toward macro-teaching: Perspectives of mentors and mentees in the Bono East Region, Ghana
DOI:
https://doi.org/10.58256/ects.v4i1.966Keywords:
Competence, Macro-teaching, Mentors, Trainee teachers, ResourcesAbstract
Teaching is an essential occupation in society and to attract and retain professional teachers in the classroom, teaching practice which is a training requirement for teachers needs to be productive. The study assessed trainee teachers’ attitudes toward macro-teaching and the availability of school resources needed to aid in the teaching and learning process. Using a qualitative case study research design, 370 participants were conveniently and purposively sampled from two districts and one municipality in the Bono East region. Braun and Clarke’s inductive thematic analysis approach was adopted and the narratives of the participants were used for the analyses. The study findings revealed a positive attitude among trainee teachers toward the macro-teaching exercise. The findings also revealed that school resources such as infrastructure were inadequate and also not available in some public basic schools in the Bono East region. The study recommends that the Ministry of Education through the Ghana Education Service should provide school resources such as staff common rooms in the basic schools in the municipality to enhance teaching and learning in the region.
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