Implications of Teachers’ Knowledge of Social Studies Profile Dimensions in Teaching and Learning in Senior High Schools

This study was centred on implications of teachers’ knowledge of Social Studies profile dimensions in teaching and learning in the senior high schools in selected districts in Ghana. The objective of the study was to assess the implications of graduate teachers’ knowledge base of Social Studies profile dimensions in the senior high schools. This study adopted a multiple case study design. The data were used together to form one case. The study was carried out in three senior high schools within the Aowin and Wassa Amenfi West Districts in the Western Region of Ghana. The population for the study were the social studies teachers teaching in the Aowin and Wassa Amenfi West Districts. Both the graduate Social Studies teachers and the senior high schools were purposively and conveniently selected for the study. The study employed two instruments for the data collection, namely, interview guide and classroom observation protocol. The findings of the study revealed that: most Social Studies teachers did not have in-depth knowledge about the Social Studies profile dimensions. Also, most of the respondents did not possess both content and subject matter knowledge with respect to Social Studies profile dimensions except few who were directly exposed to the concept of profile dimensions while studying at the University. Based on the above findings, it is recommended that, Social Studies teachers in the senior high schools should study the profile dimensions of the subject to enable them employ its usage in the teaching and learning process so as to achieve the desired goal (s) and objectives of the subject