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Teacher Educators’ Challenges in Implementing the 2018 Bachelor of Education Curriculum for Pre-service Teachers
Abstract
This study explores the challenges faced by teacher educators in implementing Ghana’s 2018 Bachelor of Education (B.Ed.) curriculum using a qualitative research approach. Twenty-five participants shared their experiences. The group comprised five women and twenty men aged 40 to 60, with teaching experience spanning 14 to 31 years. Through semi-structured interviews, the research identifies key issues such as undefined scope in course manuals, resource limitations, and difficulties in managing classroom time. The study applies the Concerns-Based Adoption Model (CBAM) and the Interpretive Phenomenological Approach (IPA) to analyze these challenges. Findings highlight the need for clear course structures, adequate teaching resources, and better time management strategies. Addressing these challenges is crucial for achieving curriculum fidelity and improving the quality of education. The study provides recommendations for policymakers and stakeholders to enhance the successful implementation of the B.Ed. curriculum in Ghana. This research contributes to the broader understanding of curriculum implementation in higher education, particularly within the African context.