Influence of Basic School Teachers’ Knowledge, Academic Qualifications and Teaching Experience on Learner-Centered Pedagogical Approaches Use in Hohoe, Ghana
Author: Christopher Yao Dewodo (St. Francis College of Education, Ghana) Abstract: Despite Ghana’s policy shift towards learner-centered and inclusive pedagogical reforms, evidence shows that classroom implementation remains uneven across basic schools. This study examined how teachers’ knowledge, academic qualifications and teaching experience influence the use of learner-centered pedagogical approaches in public basic schools in Hohoe, […]