Induction for teacher retention: A missing link in teacher education policy in Ghana

Abstract

The metaphor of ‘sink or swim’ that has for many years been used to describe entry into teaching is gradually changing. In its place is emerging the notion of induction, which holds that novice teachers should be supported in developing their practice, just like other novitiate professionals. While this idea has been widely accepted in many countries, it is rarely mentioned in teacher education discourse in Ghana, a country that is struggling to retain teachers in its basic schools. This paper discusses the concept of induction and argues for its formal introduction in teacher education in Ghana. The case is made that a strong induction program that is geared to the needs of individual new teachers provides a crucial link between formal preparation and expert practice and an important tool for teacher retention. The paper also proposes a model of induction, which could be implemented in Ghana to reduce attrition and retain teachers in basic schools.