Master of Teaching Course Coordinator
edmund.sosu@excelsia.edu.au
Dr Edmund Sosu is a teaching and research academic with over ten years’ experience within the tertiary education sector. Edmund has worked as a secondary school teacher for the Ministry of Education, Ghana and a research and teaching assistant at the University of Cape Coast. Edmund’s ccommitment to education extends to community involvement, including serving as a ‘good news teacher’ and programs director for the Intellectual Choral and Drama Festival (INTELLECTO).
Edmund holds a PhD in Education from the School of Education at the University of Newcastle, Australia. Additionally, he possesses a Master of Philosophy in Curriculum and Teaching with a focus on History education, as well as a Bachelor of Education Honours degree with majors in History and Religion, both earned at the University of Cape Coast, Ghana.
Subject department influences on teachers’ epistemological approach to reform programs. Edmund is co-authoring this paper with Associate Professor Robert Parkes from the University of Newcastle.
Multilingualism, Self-Regulation and Self-Efficacy as Individual and Institutional Strategies to Avert Occupational Burnout: An Exploratory Case Study of International On-Campus Pre-Service Teachers in Sydney, Australia. Edmund is co-authoring this paper with Dr Pegah Marandi and Professor Patrick Danaher.
Edmund’s research and teaching interests are centered around the broader fields of Curriculum and Pedagogy, Teacher Education, and Teacher Professional Development. Edmund’s research explores teaching methods, pedagogical strategies, and classroom technologies that can enhance the effectiveness of educators. Edmund also investigates the socio-emotional aspects of teaching, focusing on teacher well-being, burnout prevention, and strategies for fostering a positive classroom environment.
Edmund’s teaching goals focus empowering preservice teachers to be the best they can be, and this involves encouraging them to reflect on their thinking and to pass on this trait to their students. His research on teachers’ epistemic understanding is use in his lectures, challenging student-teachers to be reflective in their pedagogic decisions rather than teaching without deeper reflection. Hence, to Edmund, ‘effective teachers are reflective teachers.’
Kwarteng, K., & Sosu, E.S. (2017). Economic, social and political developments in Ghana: A relook at the Guggisburg era in the Gold Coast (1919-1927). Historical Research Letter, 41, 8-17.
Sosu, E. S. (2016). Analysis of preferred teaching styles used by History tutors.” International Journal of Humanities and Social Sciences, 7 (1), 1-13.
Sosu, E. S. (2016). Hidden curriculum: Does it matter in a Ghanaian school setting? International Journal of Humanities and Social Sciences, 7 (1), 36-46.
Sosu, E. S. (2016). Echoes of the past resurface in the present: A thread in the intellectual history of Ghana. Journal of Law, Policy and Globalization, 53, 15-24.
Sosu, E. S. (2016). Cultural imperialism and manipulation in Gold Coast: At the crossroad, the junction back home. Historical Research Letter, 53, 33-37.
Sosu, E. S., Paddy, P., & Mintah-Adade, E. (2014). Perceptions of history student teachers on teaching practice supervision. Research on Humanities and Social Sciences, 4 (16), 83-93.