Field Challenges in Initial Teacher Professional Development: A Procedural and Collaborative Problem

Context and Problem The process of learning to teach and teaching to learn is central to the development of preservice teachers in initial professional development programmes worldwide. Through this process, preservice teachers acquire and refine essential professional skills. Teacher education institutions are expected to create environments that effectively integrate theoretical knowledge with practical application, ensuring a seamless transition from coursework to classroom practice. Despite a wealth of research identifying the challenges faced by preservice teachers in general, there remains a gap in understanding the specific field challenges encountered by preservice business teachers. Given the evolving nature of educational contexts, these challenges must be examined within the current time and space of teacher preparation. The dynamics of the teaching profession, classroom settings, and the broader educational environment have undergone significant changes, and these shifts impact the experiences of preservice business teachers in their practicum placements. Purpose This study explores the field experiences of preservice business teachers in Ghana, examining the challenges that hinder their ability to acquire practical teaching knowledge. The study contributes insights into how the business teacher education programme can be adapted to better address the realities of modern classroom practice, ultimately enhancing the preparation and professional growth of preservice business teachers. Methods A qualitative research design was employed, using a multiple case study approach. The study involved 91 participants, comprising 31 final-year preservice business management teachers, 55 preservice accounting teachers, and five administrators from the Center for Teacher Professional Development in a higher teacher education institution. Participants were purposefully selected to provide insights into the processes of securing placements, implementing teaching practice, and supervision experiences. Data were collected through document analysis, focus group discussions, and semi-structured interviews. Data were analysed using Atlas.ti, a computer-aided qualitative data analysis software. Findings The study identified a range of systemic challenges that compromise the quality of field experiences, critical to teacher education and training. At the procedural level, challenges include limited time allocated for on-campus teaching practice and an overall inadequate duration for field experience. Additionally, preservice teachers encounter significant difficulties in accessing schools and securing the required teaching periods, further limiting their exposure to practical teaching scenarios. These procedural inefficiencies are compounded by weak collaboration among teacher training institutions, practicing schools, and key educational stakeholders – such as the Ghana Education Service (GES) and the Ministry of Education. Beyond structural issues, the study highlighted several interpersonal and operational challenges. There is an omission of critical pedagogical component (observation visits) vital for effective classroom practice, and preservice teachers frequently encounter unsupportive mentors. Variability in assessment standards among supervisors, a pronounced gap between theoretical training and practical application, and unprofessional behaviours exhibited by some supervisors further undermine the quality of the field experience. These findings underscore the urgent need for comprehensive reforms in both procedural systems and collaborative practices among stakeholders. Implications Given that teacher training institutions rely on the GES and practicing schools for field placements, strengthening collaboration and establishing clear, structured partnerships is imperative. Enhancing coordination between training institutions, practicing schools, and educational authorities is crucial to ensure that preservice business teachers in Ghana receive effective and high-quality field experiences, ultimately supporting their professional success. Abonyi, U. K., Awhireng, D., & Luguterah, A. W. (2021). Motivations of preservice teachers in the colleges of education in Ghana for choosing teaching as a career. Cogent Education, 8(1), 1-14. Abu-Shuaira, K. (2013). Practicum training in education between reality and expectation. Amman, Jordan: Arab Community Library. Adu-Yeboah, C., & Kwaah, C.Y. (2018). 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