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Transforming Pre-Service Teacher Training in Ghana: A Co-Creative, AI-Integrated, and Equity-Focused Mentoring Model
Abstract
This study presents a Co-Creative Mentoring Model to enhance pre-service teacher training in Ghana through a structured, collaborative, and AI-enhanced approach. The model integrates expert and peer mentorship to promote inclusive gender-responsive pedagogy. Leveraging Generative AI tools and Open Educational Resources (OERs) builds digital literacy, adaptive teaching methods, and equity-focused instructional strategies. The four-phase framework includes: (1) preparation (needs assessment and mentor pairing), (2) co-creation (collaborative development of contextualised OERS), (3) implementation (resource piloting), and (4) Reflection and Sustainability (peer-led mentoring). Outcomes included improved confidence, pedagogical skills, and AIsupported lesson design. By striking a balance between hierarchy and collaboration, the model promotes sustainable teacher development. It demonstrates strong scalability potential and aligns with Sustainable Development Goal 4. While the results are promising, limitations include the short duration and reliance on selfreport. Future research should assess the long-term impact, enhance inclusive pedagogy assessment tools, and test their scalability across broader teacher education contexts.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 0162
Country
Ghana
Region
Africa
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PDF
Adobe PDF, 680.15 KB
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Date
2025-09
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Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)