Preservice Teachers’ Professional Knowledge in Teaching in Ghana

Abstract

Quality of teacher preparation remains central to improving classroom instruction and learner outcomes, particularly in developing educational systems. Guided by Shulman's knowledge-based model for teaching, this study examined preservice teachers’ levels of knowledge across four critical domains: lesson plan preparation, teaching methodology and delivery, classroom organization and management, and professional commitment. A descriptive survey design was adopted, using census to include 101 preservice teachers drawn from a selected teacher education institution. Data were collected using a structured questionnaire and analyzed using descriptive statistics (means and standard deviations). The findings revealed generally high levels of knowledge across all domains. Preservice teachers demonstrated strong competence in lesson planning, particularly in stating lesson summaries and specifying core components. Knowledge of teaching methodology and delivery was also high, with strengths in lesson introduction, questioning strategies, the use of teaching and learning resources, and assessment alignment, although confidence in correcting learners’ language errors was comparatively lower. Respondents further exhibited sound knowledge of classroom organization and management, especially in establishing purposeful learning environments and clear conduct expectations. High levels of professional commitment were evident through reported teaching enthusiasm and systematic lesson record-keeping. However, selected areas require targeted support to strengthen practical enactment. The study concludes that while preservice teachers appear academically prepared, continuous professional development and enhanced practicum supervision are necessary to bridge remaining theory–practice gaps. The findings provide recommendations to inform curriculum review, teacher education policy, and practicum design in Ghanaian teacher preparation programs.