Educators' engagement with Ghana's 2018 Bachelor of Education Curriculum: Towards ownership and sustainable implementation

Abstract Drawing on Van den Akker's description of the Curricular Spider Web (CSW) as a framework, teacher educators' perspectives on the rationale, aims and objectives, content, learning activities, and time allocation for Ghana's 2018 B.Ed. curriculum were investigated. A qualitative research design, using a semi‐structured interview approach with a self‐developed interview guide was employed for this study. The participants for the study were made up of 25 heads of units from six Colleges of Education in Ghana, comprising 20 men and five women. The participants' age ranged between 40 and 60 years. The years of teaching experience of participants was from 14 to 31 years. The data was analysed thematically. Findings indicate that the 2018 Curriculum has the potential to meet its rationale, aims and objectives of developing citizens who have the ability and skills to be innovative and creative in solving Ghana's developmental challenges. Nonetheless, there is a need to draw attention to the lapses, inconsistencies and gaps in implementing the curriculum. Finally, a more collaborative approach to implementation will be useful in achieving the goals of the curriculum.