[01] Alexander Kingsford Otoo, Department of Social Sciences, Our Lady of Apostles College of Education, Cape Coast, Ghana. [02] Patrick Kwarteng, Department of Social Sciences, Wiawso College of Education, Sefwi Wiawso, Ghana. [03] Isaac Eshun, Department of Social Studies Education, University of Education, Winneba, Ghana. [04] Anthony Bordoh, Department of Social Studies Education, University of Education, Winneba, Ghana.

This study is a descriptive survey that assessed Social Studies teacher-trainees’ competencies in supported teaching in schools in the four-year bachelor of education degree in the Central Region of Ghana. The population for the study consisted of two hundred and seventeen (217) third year Social Studies teacher-trainees’ from Foso, and OLA Colleges of Education in the Central Region of Ghana. Probability and non-probability sampling methods (simple, purposive and convenience sampling techniques) were used to select the sample of Districts, Colleges and respondents for the study. The region and districts in which these colleges situated were conveniently selected and the Social Studies teacher-trainees’ in these two Colleges were purposively sampled. The main instruments for data collection were questionnaire and observation guide. All the two hundred seventeen final-year teacher-trainees from both Colleges were observed in a classroom setting while they teach during the period of micro-teaching in their various Colleges. Questionnaire was also administered. The study revealed that, trainee- teachers were on track, in preparing lesson notes to ensure systematic teaching, and employed appropriate evaluation procedures to find out the extent of student achievement in a lesson. also, a well-prepared lesson enhanced students’ motivation, help focus student learning and decrease classroom management challenges. The study also concluded that, teacher-trainees are able to effectively deliver their lesson. However, they fail to address the last and most important part of teaching and learning where the learners’ work are to be assessed for continuation of the lesson or for remedial actions to be taken. It is recommended that, Ministry of Education (MOE), Ghana Education Service (GES) and specifically the Teacher Education Division (TED) of GES as well as the Ghana Tertiary Education Commission (GTEC) should ensure that the policy guidelines on mentorship of the Supported Teaching in School (STS) particularly, the supervisory role of the principals and the lead mentors and implemented.

Social Studies, Teacher-Trainees, Competencies, Supported Teaching in Schools, Ghana

[01] T-TEL Professional Development Programme (2018). Four-year bachelor of education degree supported teaching in school (school placement handbook). Accra: Ministry of Education. [02] T-TEL (2018). National Teachers’ Standards for Ghana: Guidelines. Ghana: Ministry of Education [03] International Task Force on Teachers for Education 2030. (2020) “Teacher Task Force calls to support 63 million teachers touched by the COVID-19 crisis”, 27 Mar. 2020. [04] T-TEL Professional Development Programme (2017). Theme 7: Assessing Trainee Teachers: Handbook for Professional Development Coordinators. Ghana: Ministry of Education. [05] Eshun, I., Bordoh, A Bassaw, K. T., & Mensah, F. M. (2014). Evaluation of Social Studies students’ learning using formative assessment in selected Colleges of Education in Ghana. British Journal of Education, 2 (1), 39-48, [06] Aggarwal, J. C. (91982). Teaching social studies. Delhi: Vikas Publishing House. [07] Martorella, P. H (2001). Teaching social studies in middle and secondary schools. (3^rd ed.) Englewood Cliffs. NJ: Prentice-Hall. [08] Moore, L. L. (2003). Leadership in the cooperative extension system: An examination of leadership styles and skills of state directors and administrators. Published doctoral dissertation, University of Florida, Gainesville. [09] Ayaaba D., Odumah, L., & Ngaaso, C. (2010). Instructional guide for the basic social studies teacher: The institute educational development andextension. Winneba: University of Education. [10] Arends, R. I. (1991). Learning to teach (3^rd ed.). New York: McGraw Hill, Inc. [11] Tamakloe, E. K. Atta, E. T., & Amedahe, F. K (1996). Principles & methods ofteaching. Accra: Black Mask Ltd. [12] Bekoe, S. O., Eshun, I., & Bordoh, A. (2013). Formative assessment techniques tutors use to assess teacher-trainees’ learning in social studies in colleges of education in Ghana. Research on Humanities and Social Sciences, 3 (4), 20-30. [13] Bordoh, A. Eshun, I., & Bassaw, K. T. (2013). Social Studies tutors’ cognition in formative assessment in colleges of education in Ghana. Developing country studies, 3 (11), 1-11. [14] Husbands, C. (1995). Learning teaching in schools: Students, teachers and higher education in a school-based teacher education programme. Griffiths, V. & Owen P. (Ed). Schools in partnership. London: Paul Chapman publishing Ltd. [15] Eby, J. W. (1992). Reflective planning teaching and evaluation for the elementary school. New York: Macmillan. [16] T-TEL Professional Development Programme (2016). Theme 6: National teachers’ and teacher education curriculum framework (professional development guide for tutors). Accra: Ministry of Education. [17] Tamakloe, E. K. (1997). An evaluation of the national conference on teacher education, 1986. Accra: Ghana Universities Press.