Teacher Professional Learning in Religious and Moral Education: Conditions Affecting its Effectiveness at St. Ambrose College of Education in Ghana
Charles Kofi Twene, Konadu Adam 
and Dorcas Amedorme
Issue: Vol.4 No.4 August 2023 Article 1 pp. 82-90
DOI : https://doi.org/10.38159/jelt.2023441 | Published online 22nd August 2023.
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Like specialized teachers in any field of education, teachers of Religious and Moral Education (RME) require exclusive quality skills, expertise and strategies to provide effective delivery of lessons in the field. At St. Ambrose College of Education in the Dormaa East District in the Bono Region of Ghana, Teacher Professional Learning (TPL) is given greater attention. Nonetheless, TPL has been insufficient for improving teaching and learning in RME as expected. The study attempted to investigate the insufficiency of the TPL model for instructional delivery in RME and seeks to offer suitable suggestions and recommendations. Data for the study was collected from the four (4) RME teachers in the college using interviews and the researchers’ observations. The results indicated that some conditions in St. Ambrose College of Education are responsible for the insufficient TPL outcomes in RME. These include a lack of innovative teaching approaches exclusive to the field, the college leadership’s belief in the use of a confessional approach in teaching RME, the inadequacy of instructional time in the field, and the communication gap between teachers. To address these, it was suggested that enactment strategies used by RME teachers should be content-focused, based on active learning, collaboration, modeling, and coaching by experts. The study adds to the literature on the course structure in the course structure of Ghanaian Educational system.
Keywords: Teacher Professional Learning, Religious and Moral Education, Effective Teaching, Education, Teaching, Learning
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Twene Kofi Charles holds a Master of Philosophy in Curriculum Studies in Religious Education from the University of Cape Coast (UCC) in Ghana. His research interest has been in Religion and Curriculum Studies. He is currently pursuing a PhD in Curriculum Studies at UCC in Ghana. He is a Lecturer of Religious and Moral Education and the Assessment Officer at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.
Konadu Adam holds a Master of Philosophy in Religious Studies from the Kwame Nkrumah University of Science and Technology (KNUST). He also holds a Bachelor of Arts in Religious Studies from KNUST and a Diploma in Education from the University of Education – Winneba, all in Ghana. His research interest has been in Religion and Society, Comparative study of Religions, Interfaith Relations and Religious Education. He is currently pursuing a PhD in Religious Studies at KNUST. He is a Lecturer of Religious and Moral Education at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.
Amedorme Dorcas holds a Master of Philosophy in Religion and Human Values from the University of Cape Coast (UCC) in Ghana. Her research interest has been in African Christianity and Religious Education. She is a Lecturer of Religious and Moral Education at St. Ambrose College of Education at Dormaa-Akwamu in the Bono Region of Ghana.
Adam K., Tawiah D. and Amedorme D. “Teacher Professional Learning in Religious and Moral Education: Conditions Affecting its Effectiveness at St. Ambrose College of Education in Ghana.” Journal of Education and Learning Technology 4, no.3 (2023): 82-90. https://doi.org/10.38159/jelt.2023441
© 2023 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
