Exploring the instructional practices of social studies teachers in senior high schools (shss) in the cape coast metropolis

Abstract

This study sought to explore the instructional practices of Social Studies teachers in SHSs in the Cape Coast Metropolis. The embedded mixed method design was employed to study the research problem. All Social Studies instructors (98) were considered in the quantitative phase of the study. In order to triangulate, 20 instructors were conveniently sampled from the population for observation. Finally, 10 Social Studies unit heads were purposively sampled for a semi-structured interview. The results showed among others that: teachers had adequate knowledge of the aims of the subject; the major lesson planning practices was the writing of scheme of work, and that instructors were reluctant in developing comprehensive lesson plans; teachers’ self-reported teaching techniques did not necessarily materialise in the classroom condition; however, classroom observation revealed they did not give students adequate time to extend their thinking. The dominant challenges that impeded the achievement of syllabus aims were reluctance to plan and misplaced practices of out-of-field teachers. It was concluded that: Instructors have in-depth knowledge of the aims of the Social Studies teaching syllabus; the scheme of work dominates the planning of lessons; teachers usually resort to the use of teacher dominated-techniques and that teachers were startled to increase wait-time; the challenges teachers face contributes to the slow achievement of the aims of the subject. It was recommended among others that teachers should: continue to update their knowledge on the aims of the subject; prepare documentary evidence of lessons; employ learner-dominated techniques in teaching; government must recruit qualified Social Studies professionals to handle the subject at the SHS level.