The creative arts pedagogy as a developmental tool for student-teachers in Ghana’s colleges of education: A case study of Gbewaa college of education

Abstract

Creative Arts education in Ghanaian Colleges of Education has not received the recognition it deserves due to societal perceptions that associate it solely with individuals deemed naturally talented. This misconception has contributed to a decline in student interest and institutional support, particularly following its merger with Physical Education in the curriculum. Additionally, inadequate structures and resources hinder the effective implementation of creative arts education, especially at Gbewaa College of Education. This study, therefore, examined the role of Creative Arts pedagogy in the professional development of student teachers, comparing those enrolled in Creative Arts courses with their counterparts from other disciplines during their teaching practice. Data were gathered through interviews and classroom teaching observations using a qualitative research approach. A sample of 20 respondents was drawn from both Creative Arts and Non-Creative Arts student teachers using a quota sampling technique; the results provided insights into the impact of Creative Arts courses on the teaching skills of the student teachers during their teaching practice. It was revealed that Creative Arts courses enhance student teachers’ creative and problem-solving abilities, adaptability, and capacity for differentiated learning, which are key components of Ghana’s inclusivity policy in education. The study recommended the need for curriculum planners to intensify the place of Creative Arts in the Curriculum by making it compulsory for all level 100s in the Colleges of Education in Ghana, and also called for institutional support and resource allocation to strengthen Creative Arts pedagogy in Gbewaa College of Education.