Among the areas which fosters national development is knowledge by ensuring the growth of an operating human resource. The institution of solid educational structures leads to a society filled by enlightened people, who are able to trigger good economic development and social transformation. A Good social transformation and their related financial growth are accomplished as individuals apply the abilities they realized while these were in school. The order of these abilities is facilitated by one individual most of us ‘teacher’ ;.For this reason, nations seeking economic and social developments will not need to ignore teachers and their role in national development.
Teachers are the significant component that drives students’ achievements in learning. The performance of educators usually establishes, not merely, the grade of training, but the overall performance of the students they train. The teachers themselves thus must to get the very best of knowledge, to allow them to consequently support teach pupils in the best of ways. It is known, that the grade of educators and quality training are some of the most important facets that form the training and social and academic development of students. Quality education may ensure, to a big level, educators are of high quality, in order to Preschool-8th grade to effectively handle classrooms and help learning. That’s why instructor quality is still a matter of concern, also, in places wherever students regularly get high results in global exams, such as Developments in Arithmetic and Research Study (TIMSS). Such nations, instructor education of prime value because of the potential it has to cause positive students’ achievements. The structure of teacher education maintains adjusting in almost all nations in a reaction to the journey of providing teachers who understand the existing needs of pupils or simply the need for teachers. The changes are efforts to ensure that quality teachers are produced and sometimes only to ensure that classrooms aren’t free of teachers. In the U.S.A, how to advertise high quality educators has been an issue of competition and, for the past decade or so, has been determined, essentially, through the methods recommended by the No Child Left Behind Behave (Accomplished Colorado Teachers, 2015). Even yet in China and different Eastern places where there are many educators than needed, and structures have been instituted to make sure high quality educators are produced and applied, dilemmas concerning the instructor and teaching quality continue to be of problem (Ogawa, Fujii & Ikuo, 2013). Teacher knowledge is thus no joke anywhere. This short article is in two parts. It first discusses Ghana’s teacher knowledge process and in the next portion talks about some determinants of quality teaching. Ghana has been creating planned attempts to produce quality educators on her simple college classrooms. As Benneh (2006) suggested, Ghana’s intention of teacher knowledge is to offer a whole teacher knowledge program through the provision of preliminary instructor instruction and in-service instruction applications, that will produce competent teachers, who may help increase the potency of the teaching and understanding that goes on in schools. The Preliminary teacher training plan for Ghana’s basic college educators was offered in Colleges of Knowledge (CoE) only, until really lately when, University of Training, University of Cape Coast, Key School University and other tertiary institutions joined in. The absolute most impressive big difference involving the applications offered by another tertiary institution is that while the Universities show, examine and prize records for their students, the Schools of Training provide tuition while the College of Cape Coast,
Through the Institute of Training, examines and award certificates. Working out applications offered by these institutions are efforts at providing many qualified educators to instruct in the schools. The National Accreditation Board accredits teacher education programs in order to ensure quality.