| This descriptive study was undertaken to determine the nature of the audiovisual training preservice teachers receive in Ghana's initial teacher training colleges. It concerned itself with the following areas: (a) content and duration of the audiovisual course; (b) resources in terms of finance, personnel, physical facilities and equipment, and materials; and (c) official policy regarding the training in audiovisual education for preservice teachers.;Collecting data involved the following: (1) sending a questionnaire to all 33 initial teacher training college principals in 1976; (2) paying visits to 10 of the training colleges to gather in-depth information in 1977; (3) sending a questionnaire to 210 classroom teachers in 1982; and (4) sending questionnaires to (a) prinicpals as a follow-up; (b) the director of Curriculum, Research, and Development Division, Ghana Educational Service; (c) the secretary of the National Teacher Training Council; and (d) the director of the Institute of Education, University of Cape Coast, in late 1983 and early 1984.;Findings indicated the following. (1) Although official policy expects that every prospective teacher should receive audiovisual training, there is a very wide variety in terms of what type of training is given. Very few of the colleges have a syllabus and some give no formal courses in audiovisual education. (2) Funds for audiovisual equipment and materials are very meager--less than ;Some concern about poor quality of instruction in the elementary schools had been expressed, and it had been suggested that poor training of teachers was a factor. A vacuum in educational media research in Ghana was apparent. |
