The Role of Field Trips in Teacher Education for Teaching Social Studies in a Developing Country

Comfort Adjoa  Addo; Ronald Osei  Mensah; Bright Kwame  Kpodo; John-Newton  Kumi

doi:10.36941/mjss-2023-0034

Authors

Comfort Adjoa Addo Department of Social Sciences, Accra College of Education, Accra
Ronald Osei Mensah Centre for Languages and Liberal Studies, Social Development Section, Takoradi Technical University, Takoradi, Western Region, Ghana
Bright Kwame Kpodo St Teresa’s College of Education, Hohoe, Ghana
John-Newton Kumi St Teresa’s College of Education, Hohoe, Ghana

DOI:

https://doi.org/10.36941/mjss-2023-0034

Keywords:

Field trips; Teacher education; Social Studies; Developing country; Ghana; Descriptive survey, Africa, Sociology of Education

Abstract

This study investigated the role of field trips in teacher education for teaching Social Studies in a developing country, focusing on Ghana and specific Colleges of Education. A descriptive survey approach was used, with 35 Social Studies tutors and 316 students participating. The study examined tutor engagement in field trips and the challenges faced during these trips. Ethical procedures were followed, and data was collected through questionnaire. The findings revealed that field trips were used occasionally or infrequently by most teachers, with virtual realities and models being used more frequently. Field trips were considered significant for both teachers and students in enhancing comprehension. Challenges in organizing field trips included the stressful planning process and obtaining approval from stakeholders. Strict restrictions and lack of funding posed additional challenges. The study recommends improving pre- and post-field trip activities, creatively engaging students in relevant environments, and addressing the complexities of planning and obtaining permissions for field trips.

Received: 20 March 2023 / Accepted: 27 October 2023 / Published: 5 November 2023