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Browsing Monograph Series by Author "Mohammed, Jeniffer"
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Item A baseline study of the teacher education system in Trinidad and Tobago(School of Education, UWI, St. Augustine, 2001) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan Deodat; George, June M.; Kallon, Michael; Keller, Carol; Lochan, SamuelThis monograph provides the following: 1) an historical overview of the development of the teacher education system in Trinidad and Tobago; 2) overviews of both the education system and the teacher education system; 3) a preliminary analysis of teacher education curricula; 4) a discussion of the quality and effectiveness of teacher education, 5) an analysis of teacher identities, attitudes, and roles; 6) an examination of resources for teacher education; and 7) a discussion of emerging issuesItem Becoming a primary school teacher in Trinidad and Tobago: Part 1: The curriculum in the teachers' college(School of Education, UWI, St. Augustine, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan Deodat; Mohammed, JenifferThis monograph reports on a study that sought to assess the philosophical orientation and content of specific aspects of the documented teachers' college curriculum in Trinidad and Tobago. The study also sought to describe how the lecturers at the two colleges articulate their understandings of what the documented curriculum demands, and how they try to implement it, that is, the espoused curriculum. In addition, the curriculum as enacted within the teachers' colleges was explored through an examination of teaching/learning episodes in specific subject areas in the college. Data on the documented curriculum were gathered through content analysis of the curriculum document. Ideas about the espoused curriculum were obtained through in-depth interviews with 14 lecturers from the two colleges. It was found that there is no stated philosophy underpinning the teachers' college curriculum in Trinidad and Tobago. The curriculum is differentiated into academic studies and teaching practice. There was a reasonable level of congruence between the documented curriculum and the curriculum as espoused by the lecturers. However, there were some areas of unease for the lecturers. The stated intentions of the lecturers did articulate, to a large extent, with the enacted curriculumItem Primary teacher trainees in Trinidad and Tobago: Characteristics, images, experiences, and expectations(School of Education, UWI, St. Augustine, 2001) George, June M.; Mohammed, Jeniffer; Quamina-Aiyejina, Lynda; Fournillier, Janice B.; Otway-Charles, SusanThis monograph reports on a study that was undertaken to provide some insights into the characteristics, images, experiences, and expectations of student teachers in Trinidad and Tobago, so that educators can provide programmes that take cognizance of these qualities in the attempt to adequately prepare these trainees for their work in primary school classrooms. Three different techniques were employed to collect data: 1) examination of the personal files of trainees to determine their entry characteristics; 2) administration of a questionnaire to obtain survey data; and 3) small-group work with 16 volunteers utilizing autobiographies, focus group interviews, and one-on-one interviews. It was found that, on the whole, trainees have an image of the good teacher as caring and nurturing, as technically proficient in the classroom, and as performing in difficult contexts where intrinsic rewards can enhance their self-image, but where poor working conditions and the low status accorded the profession may militate against a feeling of satisfaction on the job. The trainees not only had images of the teacher as expert, but they also expected to become experts as a result of their teachers' college experiences. Their experience, though, was that the route to becoming an expert at the teachers' colleges was not as facilitating as they had expected. Their expectations of how lecturers should treat them were sometimes not met