Perception of Curriculum Innovation Needs For Pedagogical and Act Competencies among Education Students in University of Cape Coast, Ghana
Oden, Sarah Nicholas; Kankam Boadu

Abstract
Development in Information Communication and Technology has brought new dimensions to information management in every sphere of life, including the academic environment. Training institutions for teachers and Faculties of Education require innovations in their curricular for competency based teacher education programmes. As a facilitator of learning, the teacher, who is the pivot of all forms of instructional activities needs to harmonize pedagogical competency with ICT competency in order to add value to the quality of instruction in the school system. This paper presents an analysis of a survey conducted on perceived curriculum innovation needs for pedagogical and ICT competencies among undergraduate students of Education in Ghana. Four hypotheses were formulated to direct the study. The data for the study was gathered with the aid of a 34-item questionnaire designed by the researchers to elicit information on the relevant variables of the study. The instrument was administered on 300 Education students of University of Cape Coast, Ghana. Data gathered were analyzed using frequency counts, simple percentages, Pearson’s Product Moment Correlation Coefficient and Analysis of Variance. Findings revealed that all the eight identified pedagogical aspects were perceived as highly required by the respondents. Based on the findings it was recommended that for the trainee teachers to be true facilitators of learning, they must be trained in the identified required competencies that can enhance their job performance.

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