Events
Public Oral Defense: Rebecca Awuah
Teacher Education Reform and Institutionalized Process of Quality Evaluation in Ghana
Advisors: Bhaskar Upadhyay and Christopher Johnstone
Many countries around the world are implementing changes to their systems of teacher education in an effort to improve the way teachers teach and how much children learn in school. This dissertation uses the case of Ghana to examine how a suite of ambitious reforms—including the upgrading of teacher education to university education, a new Bachelor of Education curriculum, and changes to the regulation and oversight of teacher education—interact with enduring conventions and structures, which historically, have shaped the organizational character of institutions that train teachers (called colleges of education today). Adopting the sociological perspective of new institutional theory, this study examines the range of ways those who teach future teachers, lead colleges of education, and oversee teacher education, preserve or alter institutionalized structures, with a particular focus on processes of quality evaluation, such as accreditation, certification, external examination, and university affiliation, intended to maintain standards and ensure quality.
Burton Hall 206G or online via Zoom
Photographs taken at the event may be used in University of Minnesota print and online publications, promotions, or shared with the CEHD community.
The University of Minnesota shall provide equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, familial status, disability, public assistance status, membership or activity in a local commission created for the purpose of dealing with discrimination, veteran status, sexual orientation, gender identity, or gender expression. All are welcome.
The University of Minnesota campuses were built on the traditional homelands of the Dakota and Ojibwe, and scores of other Indigenous peoples who have walked on these lands from time immemorial. It is important to acknowledge the peoples on whose land we live, learn, and work as we seek to improve and strengthen our relations with our tribal nations. We also acknowledge that words are not enough. We must ensure that our institution provides support, resources, and programs that increase access to all aspects of higher education for our American Indian students, staff, faculty, and community members.