درخت حوزه‌های تخصصی

Teacher cognition, as a chief area within teacher education, is concerned with what teachers think, know, and do (Borg, 2003). One of the knotty strands emerging out of the past 50 or so years of research on teacher cognition is the misalignment between teachers’ cognition and practice. This study adopted a critical interpretative synthesis framework to identify factors generating such incongruence by dissecting 12 studies reporting on teachers’ cognition vis-à-vis their practice. The emerging themes were translated into each other and synthesised to form two lines of argument. The first one describes sources of teachers’ cognition and practice as ontological, epistemological, and contextual. Teachers’ apprenticeship of observation was found to exert the highest influence in fashioning their cognition and practice by sifting professional learning experiences and granting admission to only those commensurate with personal learning experiences. The second line of argument propounds that connate, personal, and contextual factors breed (mis)alignment into teachers’ cognition and practice. Furthermore, Cartesian dualism (Descartes, 1596-1650) and Heideggerianhermeneutic phenomenology (Heidegger, 1889-1976) were utilised to critically de- and re-territorialise the developed lines of argument. This interpretive conceptualisation of teacher cognition is rooted in but patently transcends the original studies in that it invites a fresh demarcation of the territory intensely occupied by contextual factors to allow teachers to practice ‘cogito, ergo I teach’. Finally, some suggestions are offered for the relevance of the results to teacher cognition research and teacher education and policy.

This study takes a rural development perspective to examine the various reasons behind the use of children under 18 years in cocoa farms in Ghana. Using descriptive research, a sample size of 385 cocoa farmers was selected through the multi-stage sampling technique. The analyses included mean, standard deviation, frequency, percentage, and perception index. Although the level of usage of children on cocoa farms was relatively low (74%), majority of the children were involved in nursing of cocoa seedlings (87.8%), digging of holes for seedlings (76.3%), gathering of pods (55.7%) and heaping of pods (53.9%). Farmers involved children on cocoa farms for the following three reasons; to acquire indigenous knowledge of farming patterns (Mean=2.18), it is a way of life to learn their parents' occupation (Mean=2.18), and income source of the household (Mean=2.11). The challenge most farmers face in the use of children for farm activities is the fact that the children do not meet the required strength/energy (Mean=2.48). Policy efforts towards the complete eradication of using children under 18 years on cocoa farms must take into consideration the rural nature of the environments in which cocoa farming takes place in order not for it to backfire as is the case currently.