Between reform and reality: teacher educators’ perspectives on Ghana’s initial teacher education reform

Aim: This study examines how recent initial teacher education (ITE) reforms in Ghana are perceived and enacted by teacher educators, with particular attention to the professional preparation of future teachers. Background/context: In response to national and global commitments to inclusive education (Ministry of Education, 2016), Ghana reformed its ITE system by transitioning colleges of education from diploma-awarding institutions to Bachelor of Education (B.Ed.) degree providers (University of Education, 2018). These reforms aim to improve teacher quality and professionalisation. However, limited empirical evidence exists on how teacher educators experience and implement the reformed curriculum and practices. Description: The study explores teacher educators’ perceptions of the nature and goals of the reforms, the challenges encountered in preparing quality teachers for diverse classrooms, and recommendations for strengthening teacher preparation within colleges of education. Method: A qualitative design was employed. Semi-structured focus group discussions were conducted with teacher educators across multiple colleges of education in Ghana. Data were analysed using reflexive thematic analysis, generating codes, themes, and a thematic map to illustrate relationships among findings. Evidence: Findings indicate that teacher educators generally perceive the reforms positively, highlighting strengths such as the professionalisation of teacher preparation, structured practicum with early school exposure, integration of theory and practice, and the development of reflective practitioners supported by Professional Development Sessions. However, persistent gaps were identified, including misalignment between teacher postings and specialisation, inconsistent curricula across institutions, infrastructural constraints, and large class sizes. Participants recommended stronger collaboration in teacher deployment, alignment of postings with specialisation, and extended practicum duration. Contribution: The study contributes empirical insights into the implementation of ITE reforms in a low- and middle-income context, highlighting the policy–practice gap and offering recommendations to strengthen teacher preparation and sustain reform gains.