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This study examined the perceptions of tutors in Ghanas colleges of education concerning the reformed teacher education curriculum, with a focus on its ability to address the needs of pre-service teachers and meet professional and educational expectations. A quantitative descriptive survey design was employed to collect data from 422 tutors using a validated questionnaire with a Cronbachs alpha of 0.79, indicating high reliability. The data were analysed using a one-sample variance test to evaluate the alignment of tutors perceptions with established curriculum expectations. The findings revealed statistically significant results that tutors perceive the curriculum as aligning with contemporary educational needs (p = 0.028), addressing diverse learner requirements (p = 0.003), and preparing pre-service teachers for future professional careers (p = 0.012). Additionally, tutors expressed dissatisfaction with inadequate teaching and learning resources, particularly ICT tools (p = 0.324), which they considered essential for effective implementation. The study concluded that enhancements to the curriculum should include integrating modules that emphasize holistic development, such as critical thinking, creativity, and emotional intelligence, adopting innovative teaching strategies, ensuring consistent resource provision, and providing professional development for tutors. The study recommended regular updates to the curriculum to ensure alignment with evolving global educational trends, technological advancements, and to maintain its relevance and adaptability. This study contributes to curriculum reform literature by offering insights for policymakers, curriculum developers, and educational institutions to refine teacher education programs, aligning them with global standards and the demands of 21st-century education.
Abudu et al. (Fri,) studied this question.