Exploring the Role of Mentoring In the Quality of Teacher Training In Ghana

Mohamed M. Bukari, Ahmed Bawa Kuyini


This study adopts a qualitative case-study method to examine the monitoring of teacher trainees in Ghana. Interviews with the trainee teachers and head teachers provide data on the process, the participants’ experiences and perceived benefits and challenges of the program. Recommendations for improvement are provided.


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DOI: https://doi.org/10.5296/ijld.v5i1.6822


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