Advancing Teacher Education through the Free Senior High School (Free SHS) Policy in Ghana: An Integrated Framework of Learning Theories

Abstract

This article develops a framework by examining how the Free Senior High School (Free SHS) Policy can advance mathematics teacher education at the teacher training institutions in Ghana. Combining Social Cognitive Theory, Constructivist Learning Theory, Contextual Interaction Theory, and Education for Sustainable Development, this framework pays special attention to how teacher self-efficacy, pedagogical practices, and the implementation of the Free SHS policy support the policy system in enhancing student teachers’ instructional quality and sustainability competencies. This framework provides a conceptual model that connects policy, student teacher preparation, and STEM outcomes, suggesting guidance for research and practices that can strengthen mathematics education at teacher training institutions, thereby contributing to the promotion of Ghana’s national sustainable development goal.