Evaluating Curriculum Coverage: An Examination of Mathematics Teacher Educators’ Curriculum Implementation in Colleges of Education

The coverage of a curriculum by the teacher in a school setting forms a major factor in learners’ educational output. However, evidence on how Ghanaian mathematics teacher educators actually cover and enact the reformed mathematics curriculum remains limited. This qualitative case study examined the classroom practices of 14 mathematics teacher educators across three colleges of education in Ghana, with a focus on curriculum topic coverage, barriers to implementation, and potential solutions. Data were collected through semi-structured interviews and analysed using thematic analysis. The findings revealed significant gaps in curriculum coverage, ranging from foundational topics (Number Base and Modular Arithmetic) to advanced topics (Conic Sections and Probability). These deficiencies were attributed to constraints in instructional time, teacher-related factors, and students' inadequate foundational knowledge. However, the study identified viable strategies to address these challenges: the adoption of student-centred learning methodologies, integration of technology in instruction, and professional development programs to enhance educators' pedagogical expertise and curriculum adaptation skills. The findings underscore the critical role of college administration and teacher educators in fostering effective teaching practices among preservice teachers. The study recommends that mathematics teacher educators employ interactive, technology-enhanced learning approaches to ensure timely completion of course outlines and support meaningful learning experiences that better prepare preservice teachers for contemporary classroom practice.