Achieving the Pedagogical Approaches of the Standard-Based Curriculum: Pre-Requisite for Basic School Teachers in Ghana

The main purpose of this paper is to provide a conceptual framework that will enable teachers, educators and curriculum experts to be wide-awake to the social constructivist pedagogical approach. This position is to reconceive the social constructivist to a more practical and for easy adaptation by teachers to effectively integrate the social constructivist learning theory and technology/ICT that will encapsulate the “Zone of Proximal Development (Vygotskian theory, 1962) and the “Technological Pedagogical Content Knowledge” (Mishra & Koehler, 2006) to produce a powerful pedagogue to ensure the delivery of quality education in the attainment of the core competencies of the Standard-Based Curriculum (NaCCA, 2019). Keywords: Social Constructivism, Technological Pedagogical Content Knowledge, Inclusion, Differentiation and Scaffolding. DOI : 10.7176/JEP/11-1-05 Publication date: January 31 st 2020