Caribbean Curriculum

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Browsing Caribbean Curriculum by Author "Augustin, Désirée S."

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    Is anybody listening? Stakeholders' perspectives on the in-service Diploma in Education Programme at the School of Education, The University of the West Indies, St. Augustine Campus
    (School of Education, UWI, St. Augustine, 2012) Ali, Shahiba; Augustin, Désirée S.; Herbert, Susan; James, Freddy; Phillip, Sharon; Rampersad, Joycelyn; Yamin-Ali, Jennifer
    The Diploma in Education (Dip.Ed.) programme at the School of Education of The University of the West Indies (UWI), St. Augustine, provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. In keeping with the tenets and stages of fourth generation evaluation research, stakeholders' perspectives were integral to the process of evaluating the Dip.Ed. programme, which was delivered during the period 2004-2009. Through purposive and stratified random sampling, focus group and individual interviews were conducted with three separate groups of stakeholders: principals, heads of departments, and deans from a sample of schools; and Central Administration officers of the Ministry of Education. Teachers who had graduated from the programme during the period were asked to complete a questionnaire. Data were analysed, using the NVIVO qualitative data analysis software, to determine stakeholders' issues, claims, and concerns. This article reports on these selected stakeholders' perspectives on the programme. Preliminary findings reveal the extent to which the current in-service Dip.Ed. programme meets stakeholders' expectations, and the benefits and limitations of the programme. The implications of the findings for teacher education and reform are discussed
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    Is anybody listening? Teachers' views of their in-service teacher professional development programme
    (School of Education, UWI, St. Augustine, 2013) James, Freddy; Phillip, Sharon; Herbert, Susan; Augustin, Désirée S.; Yamin-Ali, Jennifer; Ali, Shahiba; Rampersad, Joycelyn
    This paper reports on a segment of a research project that conducted an overall evaluation of the Diploma in Education (Dip.Ed.) programme provided by the School of Education of The University of the West Indies (UWI), St. Augustine for the period 2004-2009. The Dip.Ed. programme provides initial training for teachers employed in the secondary school system in Trinidad and Tobago. The overall study utilized the following models as theoretical and conceptual lenses: Guskey's (2002a) model of evaluating the impact of continuing professional development (CPD) on teachers' practice; and Guba and Lincoln's (1989) fourth generation evaluation model. This paper, which reports on the teachers' perspectives, presents findings on the extent to which the Dip.Ed. programme met their expectations, the benefits and limitations of the programme, and the impact of the programme on their practice. Data from teachers were gathered using an open-ended questionnaire, and were analysed with the NVIVO qualitative data analysis software. The paper considers the implications of these findings for the overall improvement of the Dip.Ed. programme and teacher professional development
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    Leadership in Support of Teachers’ Action Research in Schools: Heads of Departments Positioned for Purpose
    (School of Education, UWI, 2020) Augustin, Désirée S.
    Participation by secondary school teachers in an in-service Diploma in Education (Dip. Ed.) programme at one university site in Trinidad and Tobago requires untrained teachers to juggle the roles of full-time teacher in their schools and part-time students seeking professional certification. In conducting action research under these circumstances, student-teachers need support. Data gathered via an online survey provided information on the support (or lack thereof) that student-teachers received from the Head of Department (HoD) while they conducted research during the programme. Using a focused stratified purposeful sampling strategy to ascertain further the nature of support provided by the HoD, I interviewed 5 student-teachers via telephone. Drawing on the work of Kaldi and Xafakos (2017) and Seider and Lemma (2004), I analysed teachers’ responses. Data revealed that the personality of the HoD, the relationship between the HoD and teacher, and the nature of involvement of the HoD served as contributors to the psychological, pedagogical and administrative support provided by the HoD. Teachers recommended strategies for enhancing a supportive leadership role for the HoD. Recommendations based on the study include a conceptualisation of the HoD as mentor and coach; engagement in deliberate efforts to enhance communication and collaboration among key stakeholders; addressing the policy context in which the HoD and teacher function; and engaging HoDs in meaningful professional development.