GTLE Pedagogy SHS study guide
GTLE Pedagogy SHS · Work through your exam, one topic at a time.
The GTLE Pedagogy (SHS) paper is the pedagogy component of Ghana's teacher licensure pathway for candidates preparing to teach at Senior High School level. It is intended for graduates of teacher education programmes, untrained graduates seeking a licence, and practising teachers working towards full licensure with the National Teaching Council. The GTLE Pedagogy SHS study guide has 10 sections and about 4,314 words.
01Foundations of Education: Philosophy, History, Sociology and Psychology
Foundations questions rarely ask for a definition. They give a classroom, school or policy scenario and ask which philosophical school, historical period or sociological lens explains it.
531 words, about 3 min02Educational Psychology and Human Development
You are given a learner's behaviour or a teacher's move and must name the theory, explain it correctly, and state the classroom implication. Definition recall alone earns little.
473 words, about 2 min03Curriculum Studies and Development
Definitional precision (curriculum versus syllabus versus scheme of learning), curriculum models and their authors, curriculum types, and the NaCCA standards-based design used in Ghanaian SHS. Curriculum: the whole planned learning experience - aims, content, methods, assessment and the unwritten.
509 words, about 3 min04Instructional Methods and Teaching Strategies
Matching a method to a learning indicator and justifying the choice against learners, content, time and resources - then describing the lesson structure and questioning moves that make the method work. Teacher-centred: exposition/lecture, demonstration, direct (explicit) instruction.
428 words, about 2 min05Assessment and Evaluation of Learning
Precision with assessment vocabulary, quality criteria, item analysis, and the design of assessment in Ghanaian SHS: 30% school-based assessment and 70% external examination for WASSCE. Measurement (numbers), assessment (gathering evidence), evaluation (judging against standards).
426 words, about 2 min06Classroom Management and Learner Discipline
Prevention first, correction second: whether you can describe proactive routines, name the theorist behind a response, and stay within Ghana's positive discipline framework. Co-construct four to six positively worded rules, then teach routines for entry, distributing materials, group work and exit.
394 words, about 2 min07Educational Technology and ICT Integration
Whether technology decisions are pedagogical: matching a tool to an indicator, using an integration framework correctly, and recognising access and safety constraints. TPACK: technological, pedagogical and content knowledge, and their intersections.
384 words, about 2 min08Guidance and Counselling
The distinction between guidance and counselling, the services a school provides, core counselling skills, and the ethical limits - especially confidentiality - that candidates most often misstate. Guidance is broad, preventive and available to all learners: orientation, information, appraisal, educational and career placement, follow-up and referral.
409 words, about 2 min09Professional Ethics and Teaching Standards
Whether you can apply the National Teachers' Standards (NTS) and the GES code of conduct to concrete dilemmas: conduct, fairness, child protection, record-keeping and conflict of interest. Five domains: professional values and attitudes; professional knowledge; professional practice; professional relationships; professional development.
381 words, about 2 min10Action Research and Reflective Practice
Whether you can design a small, ethical, cyclical inquiry into your own practice and analyse your reflections rather than merely describing your day. Practitioner-led, cyclical and aimed at improving practice in a specific setting.
379 words, about 2 min