Integrity Journal of Education and Training

This study examined “the functions of the hidden curriculum in the development of student teachers”. The purpose of this study was to find out how hidden curricula complement the official curriculum in the development of student teachers at Akatsi College of Education to educate them holistically. A case study research design was used. The teaching staff population was 52 while that of the students was 1,540. A purposive sampling technique was used to select eight (8) tutors and ten (10) student teachers for the study. Semi-structured interviews and focus group discussions were used for the study. The findings of the study revealed that the hidden curriculum manifests itself in areas such as the vision and mission of the college, the culture of the college, the behaviour of the teaching staff, teaching strategies, co-curricular activities and school rules, which are embedded in the social relations and practices of the college and help to complement the official curriculum enhance the development of student teachers. Various roles that the hidden curriculum plays in the development of student teachers at Akatsi College of Education were uncovered, namely character training, social development, time awareness and leadership role development. The findings of this study may be useful to curriculum planners, policy makers and implementers, teachers and researchers in the field of education in their efforts to promote hidden curricula in tertiary institutions. Understanding the hidden curriculum helps teachers become aware of the unintended messages and values that may be conveyed in their classrooms. This awareness enables them to make more informed decisions about their teaching methods and classroom management strategies. Teachers can use their knowledge of the hidden curriculum to create a more inclusive and equitable classroom environment. It is therefore recommended that teachers should use hidden curricula as an additional means of teaching students implicitly. Moreover, teachers and administrators should serve as role models for students.