Perceptions of mentees on the one semester internship programme of university of education, Winneba

Effective teacher training forms the bedrock of effective instructions and consequently higher educational outcomes in the various institutions of learning. This study examined the perceptions of Social Studies students on the effectiveness of the one semester internship programme of the University of Education, Winneba. The targeted population for the study was the 2014/2015 interns of the department of Social Studies Education of the University of Education, Winnneba (UEW). Comprehensive sampling was used and all the interns of the department of Social Studies Education who were willing and able were involved in the study. Open-ended questionnaires were used to gather data for the study. The outcome of the study showed that the one-semester internship was not adequate to equip interns with the competencies of the teaching profession due to the brevity of the period amid extra-curricular activities in first and second cycle institutions which does not give them adequate time for practice. In addition, the study showed that interns faced various degrees of challenges among which were the unwillingness of mentors to mentor them, inadequate time to conduct action as demanded by the university among others. Respondents were therefore, of the view that the internship programme should be reversed to one year to give room for adequate practice.