Exploring Social Studies Teachers’ Conceptions on Nature and Content of Social Studies in Senior High Schools (SHS) in the Central Region of Ghana

Samuel Ofori Bekoe, Isaac Eshun


Social Studies, as a subject in the SHS curricula in Ghana, is taught mostly by graduate teachers from the country’s two teacher preparation universities-University of Cape Coast and University of Education, Winneba (i.e. UCC and UEW) and graduates from other universities. Analysis of their programmes reveals differences in how the subject is structured to prepare teachers to teach it at the SHS level.

A sequential mixed method design was used. Data from questionnaire was triangulated with interviews. Pearson Chi-Square was used in finding significant differences. The p-value is the probability for showing differences and a critical alpha value of .05 was adopted.

The study revealed that most UCC graduates conceptualize the subject as amalgamation, whilst most UEW graduates conceptualize it as problem solving. It was recommended that since curriculum dictates what is taught in schools, the two universities should build a common knowledge base by infusing their Social Studies curricula with more value oriented, skill development and problem-solving content.

Key-words: Social Studies teachers’ conception. Nature and content of Social Studies.

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ISSN (Paper)2224-5766 ISSN (Online)2225-0484

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