Abstract: Education policy reform in pre-service teacher education in Ghana seeks to enhance the quality of teachers via competency-based training, ICT integration, and better experiences in practicum programs. This research examined the experiences, challenges, and achievements regarding these educational reforms from the perspectives of teacher educators, administrators, and pre-service teachers. A qualitative exploratory research design was adopted for Colleges of Education in Ghana. The purposive sampling method was used to select participants who had experience with the educational reform process. Data were gathered using semi-structured interviews and focus group discussions. A thematic analysis approach was applied to identify recurring themes in the responses of different stakeholders. Findings suggest that there were both positive and negative experiences. Teacher educators experienced an increase in workload and a lack of support. However, professional standards were positively affected. The administrators acknowledged improvement in quality assurance and physical infrastructure. However, lack of funds and inconsistent policies were cited among the challenges. Pre-service teachers had improved their pedagogic and ICT competencies. But challenges of ICT and high stress were observed. The identified challenges included limited resources, inadequate training, poor communication, supervision problems, and differences among regions.
Keywords: Policy reforms; pre-service teacher education; experiences of stakeholders; implementation challenges; Ghana.
Title: Policy Reform Implementation in Ghanaian pre-service Teacher Education: Experiences, Challenges, and Outcomes from Key Stakeholders’ Perspectives
Author: Arnold Amasiya Asanga, Rachael Awinebolom Asaah
International Journal of Thesis Projects and Dissertations (IJTPD)
Vol. 14, Issue 2, April 2026 - June 2026
Page No: 26-41
Research Publish Journals
Website: www.researchpublish.com
Published date: 08-May-2026
