RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana
Many perceive Religious and Moral Education (RME) as an accessible subject for educators, often deemed manageable without specialisation. This misconception has led to numerous educators entering the profession with limited experience and insufficient qualifications. Consequently, the teachers predo...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2025-07-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/07/EHASS2025685.pdf |
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| author | Charles Kofi Twene George Anderson Jnr. |
| author_facet | Charles Kofi Twene George Anderson Jnr. |
| author_sort | Charles Kofi Twene |
| collection | DOAJ |
| description | Many perceive Religious and Moral Education (RME) as an accessible subject for educators, often deemed manageable without specialisation. This misconception has led to numerous educators entering the profession with limited experience and insufficient qualifications. Consequently, the teachers predominantly focus on Christianity, while many topics in Islam and African traditional religions are often neglected. This imbalance adversely affects students’ understanding of the curriculum’s aims. This paper adopts a quantitative approach to investigate the subject-matter knowledge of RME educators in Colleges of Education within the Bono Region of Ghana, evaluating their qualifications and pedagogical skills. The paper revealed that RME teachers in the Colleges of Education within the Bono Region exhibit a commendable level of knowledge and capability concerning the RME curriculum. Their understanding of critical elements related to subject-matter knowledge qualifies them as competent educators in this field. This paper is significant because its findings offer critical insights for the Ghana Education Service and policymakers, highlighting the urgent need to improve quality and qualifications among RME educators to improve educational standards in Ghana. |
| format | Article |
| id | doaj-art-669737abcbad4263a00977bba8358a32 |
| institution | Kabale University |
| issn | 2720-7722 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-669737abcbad4263a00977bba8358a322025-08-20T03:32:02ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222025-07-016813491357https://doi.org/10.38159/ehass.2025685RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of GhanaCharles Kofi Twene0https://orcid.org/0000-0003-2732-5510George Anderson Jnr.1https://orcid.org/0000-0003-1564-2930St. Ambrose College of Education, Dormaa Akwamu, Ghana.Department of Religion and Human Values, University of Cape Coast, Cape Coast, Ghana.Many perceive Religious and Moral Education (RME) as an accessible subject for educators, often deemed manageable without specialisation. This misconception has led to numerous educators entering the profession with limited experience and insufficient qualifications. Consequently, the teachers predominantly focus on Christianity, while many topics in Islam and African traditional religions are often neglected. This imbalance adversely affects students’ understanding of the curriculum’s aims. This paper adopts a quantitative approach to investigate the subject-matter knowledge of RME educators in Colleges of Education within the Bono Region of Ghana, evaluating their qualifications and pedagogical skills. The paper revealed that RME teachers in the Colleges of Education within the Bono Region exhibit a commendable level of knowledge and capability concerning the RME curriculum. Their understanding of critical elements related to subject-matter knowledge qualifies them as competent educators in this field. This paper is significant because its findings offer critical insights for the Ghana Education Service and policymakers, highlighting the urgent need to improve quality and qualifications among RME educators to improve educational standards in Ghana.https://noyam.org/wp-content/uploads/2025/07/EHASS2025685.pdfghanacolleges of educationrmesubject-matter knowledgeeffective delivery. |
| spellingShingle | Charles Kofi Twene George Anderson Jnr. RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana E-Journal of Humanities, Arts and Social Sciences ghana colleges of education rme subject-matter knowledge effective delivery. |
| title | RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana |
| title_full | RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana |
| title_fullStr | RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana |
| title_full_unstemmed | RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana |
| title_short | RME Teachers’ Subject-Matter Knowledge for Effective Delivery: A Study of Colleges of Education within the Bono Region of Ghana |
| title_sort | rme teachers subject matter knowledge for effective delivery a study of colleges of education within the bono region of ghana |
| topic | ghana colleges of education rme subject-matter knowledge effective delivery. |
| url | https://noyam.org/wp-content/uploads/2025/07/EHASS2025685.pdf |
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