[01] Augustine Yao Quashigah, Department of Social Studies Education, University of Education, Winneba, Ghana. [02] Boadu Kankam, Department of Arts and Social Sciences Education, University of Cape Coast, Cape Coast, Ghana. [03] Samuel Ofori Bekoe, Department of Social Studies Education, University of Education, Winneba, Ghana. [04] Isaac Eshun, Department of Arts and Social Sciences, Enchi College of Education, Enchi, Ghana. [05] Anthony Bordoh, Department of Arts and Social Sciences, Enchi College of Education, Enchi, Ghana.

Exploring teacher-trainees’ varying curriculum conceptions of Social Studies in the Colleges of Education in Ghana has become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. The research methods chosen for this study are; both qualitative and quantitative (mixed method). Non-probability sampling method (purposive and convenience sampling techniques) was used to select the colleges and their final-year trainees on teaching practice for the study. The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitudinal building skills and behavioural change. It was recommended that citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well framed and properly imparted by teachers.

Social Studies, Social Studies Definition, Conceptions, Curriculum, Citizenship Education, Ghana

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