A Scoping Review of Teacher Preparation and Licensing Systems: A Comparative Analysis of Canadian Benchmarking Standards and Ghanaian Practices

Daniel Gyapong Nimo¹, Simon Ntumi^2, , Seth Sunu³, Theresa Dede Lawer¹, Dorothy Akuffo Boateng⁴ and Kofi Afriyie⁵

¹Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Kumasi, Ghana, Department of Interdisciplinary Studies

²University of Education, Winneba (UEW)-West Africa, Ghana, Department of Educational Foundations

³St. Teresa’s College of Education, Hohoe, Ghana, Department of Education

⁴St. Joseph’s College of Education, Bechem, Ghana, Department of Arts and Social Science

⁵Berekum College of Education, Berekum, Ghana, Department of Education

Cite this paper:
Daniel Gyapong Nimo, Simon Ntumi, Seth Sunu, Theresa Dede Lawer, Dorothy Akuffo Boateng and Kofi Afriyie. A Scoping Review of Teacher Preparation and Licensing Systems: A Comparative Analysis of Canadian Benchmarking Standards and Ghanaian Practices. American Journal of Educational Research. 2025; 13(4):244-257. doi: 10.12691/education-13-4-7

Abstract

The study explored teacher preparation and licensing practices in Ghana and Canada, highlighting significant differences in their structure, standards, and outcomes. Using document analysis and comparative case studies, the research examined policy documents, curriculum guidelines, and licensure requirements from both countries. The findings revealed that Canada’s teacher preparation system is highly structured and standardized, with consistent curriculum requirements, rigorous assessments, and an integrated approach to professional development. These elements contributed to producing well-prepared and competent educators who meet national standards across diverse regions. Conversely, Ghana’s teacher preparation system faces challenges such as variability in program quality, inconsistent implementation of licensing standards, and limited access to resources. These issues hinder the development of a uniform and effective framework for preparing and certifying teachers. Despite these challenges, the study identified opportunities for improvement by adopting elements of Canada’s system, including standardizing curriculum and assessments, emphasizing continuous professional development, and improving resource allocation. The study also acknowledged challenges in Canada, such as balancing standardized requirements with local educational needs and addressing disparities in access to professional development between urban and rural regions. By evaluating these challenges alongside Ghana’s needs, the research offers actionable recommendations aimed at improving Ghana’s teacher preparation system. Key reforms included enhancing curriculum consistency, increasing investment in teacher training institutions, and integrating professional development into the licensing process. This study underscores the value of cross-national comparisons in identifying best practices and fostering global collaboration in teacher education.

Keywords:
Teacher Preparation Licensing Practices Ghana Canada Professional Development Curriculum Standards Educational Policy

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Livers, S. D., Zhang, S., Davis, T. R., Bolyard, C. S., Daley, S. H., & Sydnor, J. (2021). Examining teacher preparation programs’ influence on elementary teacher candidates’ sense of preparedness. Teacher Education Quarterly, 48(3), 29-52.
[2]	DeCoito, I. (2023). STEMifying teacher education: A Canadian context. In Reforming Science Teacher Education Programs in the STEM Era: International and Comparative Perspectives (pp. 35-52). Cham: Springer International Publishing.
[3]	Reagan, E. M., & Hambacher, E. (2021). Teacher preparation for social justice: A synthesis of the literature, 1999–2019. Teaching and Teacher Education, 108, 103520.
[4]	Lanthier, R., Dupont, M., & Clarke, P. (2023). Educational policies and teacher training standards in Canada: A comparative perspective. Journal of Comparative Education, 39(2), 90-108.
[5]	Osei, K., & Aikins, A. (2019). The impact of teacher licensing policies on education quality in Ghana. West African Journal of Education, 15(1), 56-72.
[6]	Schweppe, J., & Haynes, A. (2024). Submission to the National Council for Curriculum and Assessment (NCCA) on the Draft Primary Wellbeing Curriculum Specification.
[7]	Yanmei, Z., Muhamad, M. M., & Mustakim, S. S. (2024). A Comparison of Pre-service Teacher Educational Modes: Taking China, the United States, Canada and Singapore as Examples. International Journal of Academic Research in Progressive Education and Development, 13(1), 1-9.
[8]	Jarrell, A., & Kirby, D. (2024). The role of teacher certification in Canadian education: Policies and practices. Canadian Journal of Education Research, 50(1), 112-134.
[9]	Leung, E., Adams-Whittaker, J., Sha, K., & Flanagan, T. (2024). Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs. International Journal of Educational Research Open, 6, 100326.
[10]	Lanthier, S., Tishcoff, R., Gordon, S., & Colyar, J. (2023). Accessibility services at Ontario colleges and universities: Trends, challenges and recommendations for government funding strategies. Higher Education Quality Council of Ontario. Retrieved from: https://heqco. ca/wp-content/ uploads/2023/ 11/Accessibility-Services-at-Ontario-Collegesand-Universities-FINAL-English. pdf.
[11]	Kane, L. (2020). Benchmarking teacher education: A comparative analysis of Canadian provinces. International Journal of Teacher Education, 32(2), 78-95.
[12]	Agbenyega, J. S. (2018). Teacher education reforms in sub-Saharan Africa: Challenges and prospects. International Journal of Educational Development, 60, 27–36.
[13]	Sefa-Nyarko, C. (2019). Policy and practice in Ghana’s teacher licensing framework: An exploratory study. Journal of Education Policy, 34(4), 521–539.
[14]	Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher preparation: What we know and where we need to go. Learning Policy Institute. https://learningpolicyinstitute.org.
[15]	Kwarteng, F., Mensah, J., & Osei, R. (2021). Examining the effectiveness of teacher training programs in Ghana: Policy implications. Ghana Education Review, 19(4), 23-41.
[16]	Addai-Mununkum, R., Amoah, S. A., Tamanja, E. M. J., Amos, P. M., Agyeman, E. A., Addai-Poku, C., ... & Kusi, H. (2024). “It Makes Us Feel More Professional!” Stakeholders’ Perception of the Ghana Teacher Licensure Examination. Teacher Education and Curriculum Studies, 9(1), 21-29.
[17]	Kane, R. G. (2020). Canadian teacher education in the 21st century: Advancing quality through professional standards. Canadian Journal of Education, 43(1), 34–57.
[18]	Leung, S., Thompson, B., & Richards, T. (2024). The future of teacher education in Canada: Challenges and opportunities. Canadian Educational Review, 48(3), 210-232.
[19]	Sefa-Nyarko, J. (2019). Resource allocation and teacher training effectiveness in Ghana: A policy review. African Journal of Education Policy, 10(2), 33-51.
[20]	Kariwo, M. (2023). Is Canadian higher education under attack by neoliberal policies?. In Colonization and Epistemic Injustice in Higher Education (pp. 23-39). Routledge.
[21]	Van Orman, D. S., Gotch, C. M., & Carbonneau, K. J. (2024). Preparing Teacher Candidates to Assess for Learning: A Systematic Review. Review of Educational Research, 2(3), 29-36..
[22]	Young, J., & Boyd, K. (2010). More than servants of the state? The governance of initial teacher preparation in Canada in an era of school reform. Alberta Journal of Educational Research, 56(1), 10-25.
[23]	Arencibia Alemán, J. M., Sandsør, A. M. J., Zachrisson, H. D., & Blömeke, S. (2024). Teacher-assigned grades and external exams: sources of discrepancy. Assessment in Education: Principles, Policy & Practice, 1-22.
[24]	Phelan, A. M., & Pinar, W. F. (Eds.). (2024). Curriculum Studies in Canada: Present Preoccupations. University of Toronto Press.
[25]	Ntumi, S., Agbenyo, S., Tetteh, A., Yalley, C. E., Yeboah, A., & Nimo, D. G. (2023). Teacher preparedness and implementation of the national pre-tertiary education curriculum framework in Ghana. Journal of Educational Research and Practice, 13(1), 16.
[26]	Abedi, E. A., Prestridge, S., Geelan, D., & Hodge, S. (2024). Preparing pre-service teachers to teach with information technology: mapping knowledge patterns in what is included and omitted in Ghana. Cambridge Journal of Education, 1-20.
[27]	Zeichner, K. M., & Hollar, J. (2017). Developing professional capital in teaching through initial teacher education: Comparing strategies in Alberta, Canada and the US. In The Struggle for the Soul of Teacher Education (pp. 252-267). Routledge.
[28]	Walker, J., & von Bergmann, H. (2013). Teacher education policy in Canada: beyond professionalization and deregulation. Canadian journal of education, 36(4), 65-92.
[29]	Amoah, S. O. (2020). Perceptions and preparedness of senior high school teachers in Ashanti region towards the introduction of professional teacher licensing policy in Ghana (Doctoral dissertation, University of Cape Coast).
[30]	Awuah, R. S. (2024). Teacher Education Reform and Quality Evaluation in Ghana: Opposing Forces? (Doctoral dissertation, University of Minnesota).
[31]	Valli, L., & Ovestad, L. (2013). The role of professional development in school improvement: A review of the literature. Journal of Educational Change, 14(4), 439–462.
[32]	Smith, A., & Hodson, J. (2006). The role of educational leadership in the adoption of technology in schools. Journal of Educational Administration, 44(4), 453-469.
[33]	The National Teaching Council (NTC, 2022) document, Ghana, Accra.
[34]	OECD. (2019). Education at a Glance 2019: OECD Indicators. OECD Publishing.
[35]	Sachs, J. (2003). The activist teaching profession. Open University Press.
[36]	Amedahe, F. K., & Gyimah, E. A. (2005). Introduction to Educational Research. Cape Coast: Centre for Continuing Education.