REFORM IN TEACHER EDUCATION CURRICULUM IN GHANA: UNVEILING THE PERCEPTION OF TUTORS OF COLLEGES OF EDUCATION

This study examined the perceptions of tutors in Ghanas colleges of education concerning the reformed teacher education curriculum, with a focus on its ability to address the needs of pre-service teachers and meet professional and educational expectations. A quantitative descriptive survey design was employed to collect data from 422 tutors using a validated questionnaire with a Cronbachs alpha of 0.79, indicating high reliability. The data were analysed using a one-sample variance test to evaluate the alignment of tutors perceptions with established curriculum expectations.