The Japanese Approach to Improving Classroom Teaching: Lessons for Ghana

Abstract

The paper describes how the Japanese In-service training for teachers has implications for Ghana. It discusses the Japanese approach to in-service training for teachers and explores how this model of institutionalised school-based training can be made practicable in Ghana. It is based on the writer’s observation of the organisation and conduct of the school-based INSET in Japan, as well as other related literature on the topic. The paper recommends: (a) teacher retention, (b) teachers’ sense of professionalism and ownership of the INSET programme, and (c) collegiality among teachers as some of the inputs that can make the system of continuous and sustainable in-service training possible in Ghana.