Competencies That the Pre-Service Performing Arts Teachers’ Lack in Their Preparationn at Colleges of Education: Ghana

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue V, May 2022 | ISSN 2454–6186

Competencies That the Pre-Service Performing Arts Teachers’ Lack in Their Preparationn at Colleges of Education: Ghana

Ebenezer Osei-Senyah¹, Maxwell Adu², Samuel Kumih³
Offinso College of Education¹
McCoy College of Education²
Al-Faruq College of Education³

Abstract: The study aimed at examining the special competencies that pre-service Performing Arts teachers’ lack in their preparation at Colleges of Education: Ghana. The descriptive survey technique of sequential exploratory mixed- method inquiry was adopted for the study. Purposive sampling techniques were used to sample (514) respondents made up of (509) pre-service teachers’ and (5) tutors in the selected Colleges of Education in Ghana. The main instruments used for data collection was questionnaire and classroom observation. The study revealed that the pre-service Performing Arts teachers lack the following: singing skills, skills in creating pop song, conducting skills, skills in playing traditional drums, skills in playing Atεntεbɛn and Gyile, dancing skills, skills in playing western melodic instruments like trumpet, skills in creating drama or dance drama and melodic and harmony writing skills. It was recommended that the pre-service Performing Arts teachers should be deeply involved in all the activities that will lead to the total development of their cognitive, affective and psychomotor domains.

Keywords: Teacher Preparation, Curriculum, Education, Content knowledge

Category: Music Business

I.INTRODUCTION

Ghana has over the years put forth efforts to train and develop teachers to form the basis of training the manpower needs of the country. The Colleges of Education in Ghana are mandated to train teachers for our basic schools that are KG and Basic (1-9). Reiterating what teacher education must encapsulate, Adegoke (2003) and Benneh (2006) point out that the mission of Ghana’s teacher education is to provide a comprehensive teacher education programme through pre- and in-service training that would produce well-informed, committed, and dedicated facilitators to develop the quality of learning and teaching.
The Preparation of pre-service performing Arts teachers are to be empowered, professionally qualified, motivated and creative. They should possess the fundamental skills of literacy and numeracy, problem solving, analytical, mature in the use of their cognitive, interpersonal and social skills, critical thinkers, creators, innovators and good communicators. Indeed, should be collaborators, culturally identified individuals and digitally literate. More so, they should be global citizens who have keen interest in their personal development, appreciation and appraisal of the creative works. The pre-service Music teachers must also have

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