In order to evaluate their validity as components of the professional identity of economics teachers in relation to their ideal professional ability, this study established a set of core professional identity indicators to which professional economics teachers and economics teacher educators in Ghana replied. Specifically, the study analysed the views of respondents on the importance attached to the professional ability rubrics of teachers, as well as differences of opinion on the importance put on professional expertise, beliefs, skills and reflective practise measures of teachers. The analysis was a descriptive form using the method of the survey. The research sample consisted of 751 trained teachers in economics and 125 teachers in economics who were chosen using the basic random sampling technique. The Questionnaire on Senior High School Economics Teachers’ Identity (QSHSETI) was used as a self-developed instrument and a reliability index of 0.96 was obtained. The data was analysed using the mean and the independent t-test sample. For teachers’ identity consideration, there are three paradigmatic stages. As shown in Fig., they are the perfect paradigm. 1, the implementable paradigm as obtained by the instrument developed by the researcher, and finally the perceived or practical paradigm based on the consensus of educators in economics and teachers in economics. The results of this research showed differences in opinion between the perceived competence and desired objectives of teacher educators in economics and that of teachers in economics. Therefore, curriculum creation in teacher education in economics should seek to close the difference between the ideal competency goals and the perceived or core competency goals. The study concluded that teacher education policy makers should support ongoing capacity-building initiatives among teachers in economics and educators in economics. This study was conducted with the aim of assisting economics students, curriculum creators, teacher educators, educational policy makers and scholars, among others, with insights gained from it. In order to bridge the gaps in the technical ability of teachers in terms of knowledge, principles and skills, topics such as techniques of inquiry in economic education, teacher emotional well-being and the efficacy and skills of developing job schemes should be integrated as part of the ongoing capacity-building courses for in-service economics teachers.
Dr. M. B. Yidana
Department of Business and Social Sciences Education, Faulty of Humanities and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana.
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