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Dissertations / Theses on the topic 'Critical thinking and Pre-service teachers'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Akdere, Nihal. "Turkish Pre-service Teachers&#039." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614436/index.pdf.

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The aim of this study was three-fold: first, to describe pre-service teachers&rsquo<br>(i) critical thinking levels, (ii) attitudes towards teaching for critical thinking, and (iii) self-efficacy beliefs in teaching for critical thinking in terms of performance and outcome efficacy beliefs<br>secondly, to investigate whether there was a correlation between these three variables<br>and finally, to examine the relationship between participants&rsquo<br>certain background variables and their critical thinking levels, attitudes and self efficacy beliefs in teaching for critical thinking. A cross-

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Ozen, Mehtap. "Investigation Of Pre-service Mathematics Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615667/index.pdf.

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The aim of the study is to investigate pre-service middle school mathematics teachers&rsquo<br>critical thinking processes through statistical and probabilistic knowledge in the context of popular media texts. The study was conducted with a qualitative case study method. Participants of the study consisted of four senior pre-service middle school mathematics teachers enrolled in a public university. Data were collected through in-depth interviews with the participants. Analysis of the data was conducted on the basis of two dimentions<br>critical thinking skills, and statistical and probabilist

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Moran, Renee Rice, Laura Robertson, Chih-Che Tai, et al. "Preparing Pre-Service Teachers for the Future: Computational Thinking as a Scaffold for Critical Thinking." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5881.

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Book Summary: As technology continues to develop and prove its importance in modern society, certain professions are acclimating. Aspects such as computer science and computational thinking are becoming essential areas of study. Implementing these subject areas into teaching practices is necessary for younger generations to adapt to the developing world. There is a critical need to examine the pedagogical implications of these technological skills and implement them into the global curriculum. The Handbook of Research on Integrating Computer Science and Computational Thinking in K-12 Education

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McElroy, Brianna. "Pre-Service Teachers' Perspectives: Discussion Boards to Foster Critical Thinking and Knowledge Growth." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35840.

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In today’s society it is expected that individuals completing teacher education programs harness the skill of critical thinking before entering into the classroom practice. This qualitative case study focuses on three (3) pre-service teachers’ experience in a teacher education course that was redesigned to foster and develop critical thinking skills and knowledge growth by the introduction of online discussion forums. This study was guided by the following question “How has the implementation of online discussion boards in the redesign of the two sections of a mandatory course of the Bachelor

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Schillinger, Tammy. "Mathematical Instructional Practices and Self-Efficacy of Kindergarten Teachers." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2101.

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A local urban school district recently reported that 86% of third graders did not demonstrate proficiency on the Math Standardized Test, which challenges students to solve problems and justify solutions. It is beneficial if these skills are developed prior to third grade. Students may be more academically successful if kindergarten teachers have moderate to high self-efficacy when teaching lessons that focus on justifying solutions. Bandura's self-efficacy theory was incorporated into this study as the conceptual framework lens. Research questions were designed to investigate kindergarten teac

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6

Shommo, Mahasin Ibrahim. "A review of the role of problem solving and other critical thinking skills in the secondary home economics curriculum of the Sudan with an empirical study of the in-service training of teachers." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:3806.

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Chapter I summarises the development of the Critical Thinking (CT) movement and previous studies of developing Critical Thinking Skills (CTSs), with particular focus on the methods used in teaching them in the Home Economics (HE) context. One method, Problem-Solving (PS)o was chosen to teach CTSs in Sudanese secondary schools for girls. A four-day in-service training course in teaching PS was conducted with all the HE teachers of Omdurman.To investigate the effect of teaching PS on students' learning in HE lessons, achievement tests were developed on 3 HE topics and were conducted on 234 stude

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Keogh, Mary Duffy. "Factors influencing pre-service teachers' levels of reflective thinking." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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Krim, Jessica Sarah. "Critical reflection and teacher capacity the secondary science pre-service teacher population /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/krim/KrimJ0809.pdf.

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This qualitative study seeks to understand the development of secondary science pre-service teachers. A case study is developed about each of the five participants, in effort to answer the research questions, which are: How did critical reflection inform teacher capacity within the secondary science pre-service teacher population? What knowledge, skills, and dispositions facilitated secondary science pre-service teachers in developing a critically reflective practice? It is the author's expectation that by teaching these pre-service educators to develop their skills of critical reflection by u

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9

Meier, Lori T. "Currere Narratives with Pre-Service Elementary Teachers: Towards Transformative Social Studies Teaching and Thinking." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5896.

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This paper examines the curricular intersection of social studies teacher education with Pinar’s (2012) seminal currere process. Woven together in an undergraduate elementary methods course, currere inquiry served as a beginning, yet cogent lens to explore the nature of students’ social studies lived experiences, to interrogate normative and conventional views of teaching elementary social studies, and to begin to understand and challenge hegemonic narratives in the social studies curriculum and alternatively promote classroom experiences that are culturally responsive (Gay, 2002; Banks, 2007)

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Owu-Ewie, Charles. "Enhancing the thinking skills of pre-service teachers a case study of Komenda Teacher Training College /." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1202244002.

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11

Phelan, George. "Critical needs analysis of pre-service EFL teachers in the United Arab Emirates." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400913.

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12

Szyjka, Sebastian. "Cognitive And Attitudinal Predictors Related To Graphing Achievement Among Pre-Service Elementary Teachers." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/43.

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The purpose of this study was to determine the extent to which six cognitive and attitudinal variables predicted pre-service elementary teachers' performance on line graphing. Predictors included Illinois teacher education basic skills sub-component scores in reading comprehension and mathematics, logical thinking performance scores, as well as measures of attitudes toward science, mathematics and graphing. This study also determined the strength of the relationship between each prospective predictor variable and the line graphing performance variable, as well as the extent to which measures o

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Westaway, Lise. "A critical investigation into the process of negotiating a mathematics education curriculum with pre-service teachers." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003712.

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It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the

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Blankenship, Rebecca J. "Using Virtual Environments as Professional Development Tools for Pre-Service Teachers Seeking ESOL Endorsement." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3576.

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The purpose of this study was to investigate the potential use of Second Life (Linden Labs, 2004) and Skype (Skype Limited, 2009) as simulated virtual professional development tools for pre-service teachers seeking endorsement in teaching English as a Second Official Language (ESOL. Second Life is an avatar-based Internet program that allows end-users to interact, using audio and chat features, with a digital representation of themselves (an avatar). Skype is an Internet-based video conferencing program that allows users to see each other by way of a webcam. Of particular interest to this stud

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Henderson, Jonathon. "Digitally Supported Critical Pedagogy: Educational Technology Perspectives of Pre-Service Teachers in a Social Justice Teacher Education Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19265.

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The connection between educational technology and critical pedagogy has not been greatly explored. This yearlong research study was conducted with pre-service teachers as they progressed through a teacher licensure program. Data collection included the use of focus groups, individual interviews and participant journals. In addition, this study explored the personal and technology identity of the participants. The results led to a greater understanding of how pre-service teachers view the connection between educational technology and critical pedagogy.<br>10000-01-01

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Al, Yaseen Fatemah. "Creative thinking in teacher education colleges : an investigation of the preparation of primary pre-service student teachers in Kuwait." Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/3060.

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This research focuses on investigating the role of creative thinking in student teacher education colleges in Kuwait. The research is based on a (two) single-case study design, with data being collected via multiple methods from five primary departments of Kuwait’s main colleges of education. The study used four instruments to collect the data; semi-structured interviews, focus groups, document analysis, and observation. Inductive and creative synthesis was used as a data analysis approach. An analysis of the study data showed that creative thinking in the preparation and training programmes o

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Ravikumar, Meera. "Pre-Service Elementary Teachers' Self-Efficacy Beliefs About Science Using Critical Incident Technique: A Case Study Approach." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5843.

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The primary goal of this case study using qualitative and quantitative methods was to investigate pre-service elementary teachers' initial self-efficacy beliefs about science and science teaching by exploring the K-12 science experiences of these prospective elementary teachers. Of the 108 participants who completed the science teaching efficacy belief survey (STEBI-B) (Enochs & Riggs, 1990), 12 participants were selected to be interviewed using Flanagan's (1954) critical incident technique. Participants were asked to share their past positive and negative incidents during their K-12 years wit

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Fasching-Varner, Kenneth James. "Black, white, or whatever: Examining racial identity and profession with white pre-service teachers." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1254778739.

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Balikci, Gozde. "Taking A Critical Step On The Way To Critical Reading: Investigation Into Critical Reading Discourse Of Freshman Fle Students In An Advanced Reading And Writing Course." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614457/index.pdf.

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This case study is conducted in order to observe and investigate the critical reading discourse of twenty seven freshman pre service teachers of English at the department of foreign language teaching at METU. In addition, it attempts to answer the question how the critical reading discourse of the students&rsquo<br>are shaped through feedback, instruction and time. The extensive data (both written and audio-visual data) is collected in the Advanced Reading and Writing I and II courses which are offered to the first year students at the FLE department. The results of the analysis of the data i

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Wallace, Tamara Katina. "Investigating the Influence of Race on the Teaching Philosophies and Practices of Effective Teachers of Diverse Students." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30251.

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This research study examined the most salient experiences that facilitated the multicultural understanding, development, and practices of effective teachers of diverse students. Field notes collected during four months of participant observation in addition to teacher and student interviews provided the data for this study. Critical race theory was used as a framework for exploring the factors influencing the teachers' educational philosophies and pedagogical practices. The data for this study were analyzed according to emerging themes, depicting each teacher's background experiences, instr

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Cornelissen, Belinda m. "Pre-service mathematics teachers’ engagement with the evaluation and construction of alternative mathematical models for the same phenomena." University of Western Cape, 2020. http://hdl.handle.net/11394/8172.

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Doctor Educationis<br>The overarching purpose of this research study was to ascertain the deliberations preservice mathematics teachers engage with when they construct alternative mathematical models for social phenomena. The study is situated within the mathematical competencies and, in particular, on the evaluation competency with the possibility of developing alternative models flowing from the evaluation. Twenty fourth-year pre-service mathematics teachers participated in the completion of three different mathematical modelling tasks on which the analysis was based. The data collected was

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Boznak, Barbara J. "White pre-service teachers' reflections on their experiences as tutors in an urban afterschool program a critical race theory analysis /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/770.

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Price-Dennis, Detra M. "Practicing the Promise of Critical Pedagogy: Case Studies of Three Pre-Service Teachers Mediating the Meaning of Race, Equity, and Social Justice in Middle School Classrooms." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1245340799.

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Laverick, Vincent T. "Thinking About Teaching: Does Mentoring a Student Teacher Cause a Cooperating Teacher to be More Reflective?" University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1460807098.

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Francis, D., and Roux A. Le. "Using life history to understand the interplay between identity, critical agency and social justice education." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/605.

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Published Article<br>In this article we use the concepts identity, agency and social justice education as a lens to explore the role of life history research in the study of the interconnection between emerging teacher identities, critical agency and social justice education. By exploring the life history of a white woman pre-service teacher, this study foregrounds the use of life history research to help teacher educators to understand the contexts through which student teachers' identities are constructed, and how these identities feed into agency and a stance to bring about social change.

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Layden, Scott Christopher. "Investigating the relationship between pre-service teachers' attention to student thinking during lesson planning and the level of cognitive demand at which tasks are implemented." Thesis, University of Pittsburgh, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10075904.

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<p> This study investigated the relationship between attention to student thinking during lesson planning and the level of cognitive demand at which tasks are implemented for six pre-service teachers enrolled in a teacher education program that focuses on attention to student thinking during planning and instruction. Lesson plans were examined for attention to student thinking using two coding schemes, and samples of student work were examined to assess the level of cognitive demand at which tasks (associated with the enacted lesson plans) were implemented during instruction. Other planning re

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Butcher, Valerie Ann. "Owning the thinking : case studies of how pre-service trainee teachers, training to teach in the post-compulsory sector, construct their professional teaching identities within a framework of accountability." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/886/.

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The context for this study is that of educational policy: specifically with reference to initial teacher education in the post-compulsory sector. The research addresses a number of issues which have been relatively neglected in implementing this policy: • The extent to which the policy has redefined the epistemology underpinning being a teacher to that of ‘knowledge deliverer’ • The ways in which this epistemological shift has impacted on the role and identities of beginning teachers as individual teachers seek to resolve the relationship between the policy agenda and their constructions of th

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Moser, Amy Elizabeth. "Changing Educator Attitudes About Students with Disabilities Through Literature." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594719874195461.

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Taylor, Joseph. "Creating Warm Demanders: A Mixed Methods Study of Social Foundations Coursework." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/526582.

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Urban Education<br>Ph.D.<br>Social Foundations of Education (SFE) courses have long been a staple of traditional teacher preparation programs. However, with the rise of alternative pathways to teacher certification, a debate has emerged around the usefulness of SFE courses, particularly as it relates to the development of pre-service teachers into effective educators. Employing a mixed methods design, this study explores the impact of SFE courses by examining how these classes affect pre-service teachers’ critical awareness and teacher expectations. Data for this study was collected through pr

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Jagger, Carla Beth. "Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

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Dell-Jones, Julie Vivienne. "Intersecting Stories: Cultural Reflexivity, Digital Storytelling, and Personal Narratives in Language Teacher Education." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7144.

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This narrative inquiry dissertation explores stories from three students over a two-year trajectory as they develop into language educators in diverse contexts. The study begins in a teacher education course focused on technology for language teaching in English as a second language (ESOL) and foreign language education (FLE) classrooms. As instructor, I implemented a digital storytelling (DS) project with the pedagogical goal of supporting the much-needed practice of reflexivity, and specifically, reflexivity of intercultural competence (IC) and culturally-responsive pedagogy (CRP

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Osta, Iman M. "From Physical Model To Proof For Understanding Via DGS: Interplay Among Environments." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80806.

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The widespread use of Dynamic Geometry Software (DGS) is raising many interesting questions and discussions as to the necessity, usefulness and meaning of proof in school mathematics. With these questions in mind, a didactical sequence on the topic “Conics” was developed in a teacher education course tailored for pre-service secondary math methods course. The idea of the didactical sequence is to introduce “Conics” using a concrete manipulative approach (paper folding) then an explorative DGS-based construction activity embedding the need for a proof. For that purpose, the DGS software serves

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Osta, Iman M. "From Physical Model To Proof For Understanding Via DGS:Interplay Among Environments." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 464 - 468, 2012. https://slub.qucosa.de/id/qucosa%3A1798.

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The widespread use of Dynamic Geometry Software (DGS) is raising many interesting questions and discussions as to the necessity, usefulness and meaning of proof in school mathematics. With these questions in mind, a didactical sequence on the topic “Conics” was developed in a teacher education course tailored for pre-service secondary math methods course. The idea of the didactical sequence is to introduce “Conics” using a concrete manipulative approach (paper folding) then an explorative DGS-based construction activity embedding the need for a proof. For that purpose, the DGS software serves

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Lee, Yi-Chien, and 李宜蒨. "The Creative Problem Solving Program on Pre-Service Teachers Critical Thinking Abilities." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/25375868723510695231.

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碩士<br>國立體育大學<br>體育推廣學系碩士班<br>100<br>Background/Purpose: The purpose of this research was to investigate the effect of the creative purpose solving program on the pre-service teachers’ critical thinking ability. Method: A total of one-hundred (n=100) sophomore college students were participated in this the study. The students were randomly assigned into CPS group and comparable group. The CPS group of fifty (n=50) was received the Creativity Problem Solving program. The comparable group of fifty (n=50) was received no treatment. Both group received the program for 12-weeks. Each week received a

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Cheng, Chia Hui, and 鄭家惠. "Critical Thinking Intention and Pre-service Teacher Self Teaching Belife of PE on College Students in CSP-TPECTS." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/15307171069789536558.

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碩士<br>台北巿立體育學院<br>運動教育研究所<br>98<br>The purpose of this study was to examine the effects of Computer Simulation Program for Teaching Physical Education Critical-Thinking Skills (CSP-TPECTS) into teaching method of PE on the junior of college students’ critical thinking intention and Pre-service teacher self teaching belief of PE. A quasi-experimental design was used, and we selected two classes of junior of college students (n=75) in Taipei. Thirty-five (n=35) students were categorized into the experimental group and accepted 100-minutes CSP-TPECTS in the class while forty (n=40) students were

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"Outodidaktiese indiensopleiding in die onderwyskundige vaardigheid van vraagstelling : 'n eksemplaar." Thesis, 2009. http://hdl.handle.net/10210/2960.

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Huang, Ya-Yu, and 黃雅瑜. "Developing pre-service teachers creative thinking skills through multimedia projects design." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/74408338553475229844.

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碩士<br>國立嘉義大學<br>教育科技研究所<br>93<br>The main purpose of the research was to investigate the effect of multimedia project design on pre-service teacher’s creativity, and the individual background differences that affected their creativity. The instruments used in this study were “Creativity Assessment Packet “and “The Questionnaire of the Relative Factors in Creativity.” Subjects were 89 pre-service teacher students enrolling the instruction media course at the National Chiayi University. The data was analyzed by using distributive statistic, independent sample t-test, on way of variance (ANOVA),

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Thornton, Candra Dianne. "Ambiguity within early childhood education pre-service teachers' beliefs." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3086716.

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Braud, Hillary Nicole 1974. ""Easier said than done": pre-service teachers and multicultural education." Thesis, 2007. http://hdl.handle.net/2152/3198.

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This qualitative dissertation explores the beliefs of 15 pre-service teachers who completed their apprentice teaching semester in diverse early childhood classrooms. The pre-service teachers' beliefs about teaching in diverse early childhood classrooms and the experiences the pre-service teachers attributed to having influenced and/or challenged their prior beliefs are of particular interest in this study. An analysis of interview data resulted in four themes. The first theme explores the participants' focus on their beliefs about how students learn, the role of the teacher in students' learni

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"Pre-service Teachers Engaging with Critical Pedagogies and Designing Civic Action Units." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.57034.

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abstract: This research shares findings from a qualitative case study featuring pre-service teachers enrolled in an undergraduate English methods course at a large public university. The participants engaged in a semester long course focused on different critical pedagogies, such as culturally sustaining pedagogy (Paris & Alim, 2014), funds of knowledge (Moll et al., 1992), and multicultural education (hooks, 1992). The purpose of the study was to determine what effect the study of critical pedagogies would have on the pre-service teachers’ design of a civic action unit for a secondary English

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Dalton, Stephanie. "A multi-case comparative study of nine pre-service teachers' thinking at the midpoint of their program of study." Thesis, 1989. http://hdl.handle.net/10125/9680.

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Liaw, Hongming. "Using online primary source resources in fostering historical thinking skills : the pre-service social studies teachers’ understanding." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-951.

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This dissertation entailed a qualitative case study on the confluence of technology and social studies in fostering a constructivist education. Through the examination of pre-service social studies teachers’ understanding of the online primary source resources (OPSR), three themes emerged. The first exposed the fragmented understanding of important pedagogical theories of constructivism and historical thinking among participants; the second suggested that OPSR was mostly valued by pre-service teachers for its provision of primary sources; and the third related to how pre-service teachers viewe

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Makoni, Richard. "Peace education in Zimbabwean pre-service teacher education : a critical reflection." Thesis, 2015. http://hdl.handle.net/10500/18975.

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This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an app

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Hanlon, Adele Elizabeth Conahan. "Investigating the influence of Quick Draw on pre-service elementary teachers beliefs, in concordance with spatial and geometric thinking a mixed methods study /." 2010. http://digital.library.okstate.edu/etd/Hanlon_okstate_0664D_10863.pdf.

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Kadiyala, Aparna. "Botswana student teachers' views on the nature of science and scientific method: a critical reflection." Diss., 2005. http://hdl.handle.net/10500/2523.

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The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type

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Fosu-Ayarkwah, Charles. "Counselling as a critical tool in managing ill-discipline behaviour in colleges of education in Ghana." Thesis, 2020. http://hdl.handle.net/10500/27248.

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Ill-discipline behaviour has become a canker that threatens the moral fibre of institutions. The purpose of this study was to explore how discipline measures and practices were viewed by teacher trainees and college managers alike. Furthermore, to determine what comprehensive counselling approaches were in place to manage ill-discipline behaviour acts in colleges of education in Ghana. A qualitative discourse analysis study design was employed in the study. In all, 25 participants were purposively selected from five colleges of education for the study using a semi-structured interview g

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