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30918/AERJ.111.23.003 ISSN: 2354-2160  \nFull Length Research Paper  \nFactors affecting teaching creativity in colleges of education in Ghana  \nVida Adzo Amegbanu1 and Kofi Nkonkonya Mpuangnan2*  \n1Mampong Technical College of Education, Ghana.  \n2 University of Zululand, South Africa.  \nAccepted 7 February, 2023  \n\n| ABSTRACT\u003Cbr>This study investigated factors affecting the teaching of creativity in Colleges of Education (CoE) in Ghana. A descriptive survey design was used by developing a questionnaire containing closed and open-ended questions to collect the data. The data were collected from 188 participants. The participants were selected by using a multistage sampling technique. The sample involved fashion design instructors (18) and principals (5) students (165) from five CoEs. Descriptive statistics like frequencies and percentages were used to analyze the data collected. The results revealed some challenges such as time and large class sizes, inability to cover the curriculum, lack of resources, acquisition of objectives, heavy workload and staff inadequacy and lack of in-service training. Based on the findings, the researcher made recommendations to improve the teaching and learning of creativity in colleges.\u003Cbr>Keywords: Ghana, creativity, College of Education, teaching. |\n| --- |\n| *Corresponding author. E-mail: [nkonkonya@gmail.com](nkonkonya@gmail.com). |\n\nINTRODUCTION  \nSuccessive governments, organizations, and educational institutions all over the world support the growth of creativity as a general economic and societal good (Mpuangnan et al. , 2021; European University Association, 2007) . Creative skills are appreciated for their ability to support economic growth and help individuals and organizations better prepare for and adapt to a world that is changing quickly (Kammur, 2017) . Teaching creative skills in the College of Education (CoE) in Ghana is a concern of the government. Through the National Council for Tertiary Education (NCTE), the CoEin Ghana was upgraded to tertiary status by introducing a Bachelor of Education (B. Ed. ) curriculum (Ministry of Education, 2018) . This was an effort made to equip student teachers with 21st-century skills to be effective in the classroom . As a new transformation, perhaps, some challenges need to be addressed to make the programme a success. This is a reason that draws the researchers’ attention to undertake this study.  \nAlong with global advancements and alterations in technology, science, economy, politics, culture, and society, a focus on creativity has evolved (Adu, 2019;  \nAraya and Peters, 2010) . The ability to be creative is considered a catalyst for change, a coping mechanism, and a way of improving society's and the creative economy's knowledge (Florida, 2002) . Despite increased interest in creativity, it is unclear from B. Ed. curriculum how CoE in Ghana might develop this skill through creative teaching within disciplines and equipping student teachers with creative ideas (Nantwi, et al. , 2019), especially in fashion and design to be productive. Researchers argued that creativity was long regarded asa skill for bright people (Williams and Askland, 2012; Herbert, 2010) . According to McWilliam and Dawson (2007), creativity in the small \"c\" or \"second generation\"(p. 663), should be encouraged, and be the main focus of university instructors.  \nGiven the significance of creativity and innovation in the creative economy as well as its importance for individuals and society, it is worthwhile to investigate factors affecting the successful delivery of lessons on fashion design in colleges of education in Ghana. As research studies have found contextual elements that influence the growth of creativity are attributable to teacher  \nAfr Educ Res J 50  \npedagogical practices (Acquah and Mensah, 2021; Robinson, 2011), appropriate suggestions may be sought for improvement. For a","cbCaihU40yv4DdIU","https://ap.wps.com/l/cbCaihU40yv4DdIU","pdf",78273,"English","# Introduction\n## Relevance of learning resources in supporting skill acquisition","[{\"question\":\"What was the study design and how was data collected?\",\"answer\":\"The study used a descriptive survey design and developed a questionnaire with closed and open-ended questions to collect data from participants.\"},{\"question\":\"How were participants selected and who took part?\",\"answer\":\"Participants (188 total) were selected using a multistage sampling technique, including fashion design instructors, principals, and students from five Colleges of Education.\"},{\"question\":\"What challenges were identified in teaching creativity?\",\"answer\":\"Key challenges included time and large class sizes, inability to cover the curriculum, lack of resources, difficulties related to objectives, heavy workload, staff inadequacy, and lack of in-service training.\"}]","Factors Affecting Teaching Creativity in Colleges of Education in Ghana - Full Length Research Paper | PDF",1792071373,18]