Proposing a contextual approach to pre-school teacher education in Ghana

Figures & data

Table 1a. Number of Teachers in Kindergarten by type of education and Region, 2011/2012

Region	Number of teachers			Number of trained teachers
	Public	Private	Total	Public	Private	Total
Ashanti	6,681	2,540	9,221	3,747	170	3,917
Brong Ahafo	4,583	962	5,545	1,721	29	1,750
Central	3,158	1,341	4,499	1,097	63	1,160
Eastern	4,053	1,029	5,082	2,368	79	2,447
Greater Accra	1,635	2,440	4,075	1,184	262	1,446
Northern	3,182	504	3,686	1,439	10	1,449
Upper East	1,310	198	1,508	328	9	337
Upper West	1,036	104	1,140	393	5	398
Volta	2,837	487	3,324	1,193	10	1203
Western	3,216	1,121	4,337	728	33	761
Total	31,691	10,726	42,417	14,198	670	14,868

Source: Ministry of Education EMIS (2011/2012).

Table 1b. Number of Teachers in Crèches and Nurseries by type of education and Region 2011/2012

Region	Number of Teachers			Number of Trained Teachers
	Public	Private	Total	Public	Private	Total
Ashanti	159	1,969	2,128	57	123	180
Brong Ahafo	21	663	684	5	8	13
Central	82	1,017	1,099	5	21	26
Eastern	34	813	847	14	56	70
Greater Accra	91	2,790	2,881	44	253	297
Northern	192	341	533	76	8	84
Upper East	24	131	155	4	3	7
Upper West	1	78	79	0	1	1
Volta	27	310	337	5	9	14
Western	80	706	786	32	30	62
Total	711	8,818	9,529	242	512	754

Source: Ministry of Education EMIS (2011/2012).

Figure 1. Vygotsky’s model of mediated act (a) and its common reformulation (b).

Figure 2. Engestrom’s expanded activity theory model (Engeström, 2000).

Figure 3. Breakdown of Engestrom’s expanded model in individual units of analysis.

Figure 4. Proposed activity theory model as potential framework for a contexual approach to pre-school teacher education.

Engestrom, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43, 960–974.10.1080/001401300409143

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