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Bulus, I. (1990). Guidance Practice in Schools. Jos: Ehindero Ltd.

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Article

Guidance and Counselling in Early Childhood Teacher Training

1Department of Early Childhood Education, University of Education, Winneba

2Department of Basic Education Studies, University for Development Studies


American Journal of Educational Research. 2016, Vol. 4 No. 7, 531-538
DOI: 10.12691/education-4-7-5
Copyright © 2016 Science and Education Publishing

Cite this paper:
Ahmed Abdulai, Agatha Inkoom. Guidance and Counselling in Early Childhood Teacher Training. American Journal of Educational Research. 2016; 4(7):531-538. doi: 10.12691/education-4-7-5.

Correspondence to: Ahmed  Abdulai, Department of Early Childhood Education, University of Education, Winneba. Email: Ahmedjinapor@yahoo.com

Abstract

This paper examines the place of Guidance and Counselling in Early Childhood teacher training. A 20-item questionnaire was administered to 486 students drawn from University of Education, Winneba (UEW) and University for Development Studies (UDS); both public universities engaged in teacher education. A descriptive survey was adopted for the study. The main instrument used for data collection was a questionnaire for Early Childhood Education students. The data gathered was coded and analysed with the aid of computer software, Statistical Package for Service Solution (SPSS) version 17. The statistical tools used in the analysis consisted of both descriptive and inferential statistics. The open-ended data was also categorised and recorded according to themes for emergent patterns. It is evident from research data that teacher trainees are aware of the availability of guidance and counselling services in their respective schools, which is mostly through the school counsellor. Furthermore, this study presents viewpoints in relation to the needs of the student, how they are addressed, and how well these services are available. The current study has added to existing knowledge on student1w perception about the place of guidance and counselling services between UEW and UDS. The paper draws on the findings and recommend that sourcing of guidance and counselling services should be mandatory on the part of students and that such services should not be limited to academic issues but should also address personal and social needs of recipients.

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