Browsing by Author "George, June M."
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Item A baseline study of the teacher education system in Trinidad and Tobago(School of Education, UWI, 2001) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan; 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) overview 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 issues.Item An analysis of primary teacher education in Trinidad and Tobago: Multi-Site Teacher Education Research Project (MUSTER): Country report four(Department for International Development, 2003-03) George, June M.; Quamina-Aiyejina, LyndaThis country report is a synthesis of reports of several sub-studies on primary teacher education in Trinidad and Tobago. The research project was a component of the Multi-Site Teacher Education (MUSTER) Project, coordinated by the University of Sussex Institute of Education. The report details the research procedures adopted, the findings and discussions on the findings of the various sub-components of the project as executed in Trinidad and Tobago.Item An evaluation of the nature and function of the CXC Integrated Science (Single Award) syllabuses; Research report(UWI, 1988) George, June M.;The objectives of this study were to determine how well the Caribbean Examinations Council (CXC) Single Award syllabuses 1) provide a functional knowledge of science for young Caribbean adults in a technological world; 2) may be considered to support other CXC subjects whose content and orientation require a core of scientific knowledge or elements of science; and 3) serve in preparing candidates for the world of work, particularly in jobs requiring a basic science background. Analysis of the CXC materials revealed strengths and weaknesses. The impact of the subject on science and non-science students is so far slight. It was found that the subject is too new to gather meaningful data about its value in the world of workItem An analysis of primary teacher education in Trinidad and Tobago: Multi-Site Teacher Education Research Project (Muster): Country report four(Department for International Development, 2003-03) George, June M.; Quamina-Aiyejina, LyndaThis country report is a synthesis of reports of several sub-studies on primary teacher education in Trinidad and Tobago. The research project was a component of the Multi-Site Teacher Education (MUSTER) Project, coordinated by the University of Sussex Institute of Education. The report details the research procedures adopted, the findings, and discussions on the findings of the various sub-components of the project as executed in Trinidad and TobagoItem Background experiences, conceptions of the discipline and reflections on practice: A study of inservice science teachers(1992) George, June M.This paper attempts to explore the technique of reflective practice and its potential as a tool for enhancing the capabilities of teachers working in a developing country context. It reports on a preliminary study involving eight secondary school science teachers—five females, three male—enrolled in the In-service Diploma in Education programme in the Faculty of Education of the University of the West Indies (UWI), St. Augustine in the 1991-1992 academic year. Data on the teacher’s reflections were obtained from their journal accounts, interview transcripts and supervision sessions. The data were analyzed with respect to the unit of analysis used by the teachers in the reflections, the form of reflection produced, and the level of reflectivity engaged in. The analysis showed that the exercise resulted in some benefits for the teachers, who were not only pleased with their efforts, but who also began to make deeper sense of their particular teaching situation.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 Becoming a primary school teacher in Trinidad and Tobago: Part 1: The curriculum in the teachers' colleges(School of Education, UWI, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan; Mohammed, JenifferThe monograph reports on a study that sought assess the philosophical orientation and content of specific aspects of the document teacher’s 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 as enacted within the teachers’ college 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 is 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 articulated, to a large extent, with the enacted curriculum.Item Becoming a primary school teacher in Trinidad and Tobago: Part 2: Teaching practice experience of trainees(School of Education, UWI, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, BalchanThe monograph reports on a study that sought to gain insights into the process of learning to teach by obtaining information on the teaching practice process, observing teaching practice sessions, and documenting and analysing the views of the major stakeholders involved in this process, namely, the trainees, the teachers’ college lecturers who supervise the teaching practice, and principals and cooperating teachers in the primary schools to which trainees are attached for fieldwork. The study focused on the preparation of trainees at the two government teacher’s colleges—Valsayn Teachers’ College and Corinth Teachers’ College—in Trinidad and Tobago. Data were collected through document analysis; observation of trainees as they taught classes in the schools, observation of post teaching conferences between trainees and supervisors; and in-depth, semi-structured interviews with trainees, supervisors, cooperating teachers, and principals of cooperating schools. It was found that there were differences in provisions for teaching practice as well as in the structure of the programme between the colleges. The provisions for practice also varied significantly among the cooperating schools and determined the type of opportunities offered to trainees for applying the strategies taught. Teacher educators generally viewed the provisions for teaching practice as less than ideal. Trainees were generally of the view that they were overburdened with work in preparing units and lessons for teaching practice sessions. Most trainees were conscientious about making use of what they had learnt at college during the teaching practice.Item Becoming a primary school teacher in Trinidad and Tobago: Part 2: Teaching practice experience of trainees(School of Education, UWI, St. Augustine, 2001) George, June M.; Worrell, Patricia; Rampersad, Joycelyn; Rampaul, Balchan DeodatThis monograph reports on a study that sought to gain insights into the process of learning to teach by obtaining information on the teaching practice process, observing teaching practice sessions, and documenting and analysing the views of the major stakeholders involved in this process, namely, the trainees, the teachers' college lecturers who supervise the teaching practice, and principals and cooperating teachers in the primary schools to which trainees are attached for fieldwork. The study focused on the preparation of trainees at the two government teachers colleges--Valsayn Teachers' College and Corinth Teachers' College--in Trinidad and Tobago. Data were collected through document analysis; observation of trainees as they taught classes in the schools; observation of post-teaching conferences between trainees and supervisors; and in-depth, semi-structured interviews with trainees, supervisors, cooperating teachers, and principals of cooperating schools. It was found that there were differences in provisions for teaching practice as well as in the structure of the programme between the colleges. The provisions for practice also varied significantly among the cooperating schools, and determined the type of opportunities offered to trainees for applying the strategies taught. Teacher educators generally viewed the provisions for teaching practice as less than ideal. Trainees were generally of the view that they were overburdened with work in preparing units and lessons for teaching practice sessions. Most trainees were conscientious about making use of what they had learnt at college during the teaching practiceItem The boundaries between Caribbean beliefs and practices and conventional science(Office of the UNESCO Representative in the Caribbean, 1999) George, June M.; Glasgow, Joyce LouiseThis monograph presents a summary and analysis of the research in the Caribbean on cultural practices and beliefs and their possible impact/influence on science education, especially in schools. Section 1 provides information on the history and evolution of this research, while Section 2 provides a worldview analysis of traditional beliefs and practices. In Section 3, some of the implications of the research findings and recommendations are presented as they apply to the students, the teachers, and the school curriculum. Finally, some recommendations for future research are suggested. These include: 1) study, documentation, and categorization of the beliefs/sayings on an ongoing basis; 2) analysis of the similarities/differences/congruence between the traditional and scientific understandings/explanations/worldview as it pertains to the various content areas of the beliefs/sayings; 3) design of pedagogical strategies to allow students to understand and, therefore, be able to make choices between the two worldviews, which are both "blueprints" for life; 4) examination of possible teacher education procedures to facilitate the implementation of such pedagogical strategies; and 5) extrapolation of the findings in science-related sayings to research in other disciplines with the aim of obtaining a more holistic societal pictureItem Collaborating to reform science education in context: Issues, challenges, and benefits(School of Education, UWI, St. Augustine, 2009) Herbert, Susan M.; Rampersad, Joycelyn; George, June M.Within recent times, the call for collaboration among stakeholders in education has been made with increasing frequency. In current thinking, community building and collaboration are posited as critical elements in school reform. The literature reveals various models for initiating collaboration. There is the model that describes the initiative for collaboration as undertaken by "researchers"/university personnel. A second model describes the perspective in which schools as organizations invite researchers to collaborate on a project. The Reforming Science Education in Context (ReSEC) project is an example of the first model. This paper reports the issues that emerged in forging collaborative relationships among two lower secondary science teachers at a selected New Sector High School in Trinidad and three members of staff from the School of Education, UWI, St. Augustine, during the period September 2005 to July 2006. It also presents the benefits and challenges associated with the process of collaboration, which aims to achieve a school-based agenda for educationItem Collaborating to reform science education in context: Issues, challenges, and benefits(School of Education, UWI, St. Augustine, 2008) Herbert, Susan M.; Rampersad, Joycelyn; George, June M.Within recent times, the call for collaboration among stakeholders in education is made with increasing frequency. In current thinking, community building and collaboration are posited as critical elements in school reform. The literature reveals various models for initiating collaboration. There is the model that describes the initiative for collaboration as undertaken by "researchers"/university personnel. A second model describes the perspective in which schools as organizations invite researchers to collaborate on a project. The Reforming Science Education in Context (ReSEC) project is an example of the first model. This paper reports the issues that emerged in forging collaborative relationships among two lower secondary science teachers at a selected New Sector High School in Trinidad and three members of staff from the School of Education, St. Augustine, during the period September 2005 to July 2006. It also presents the benefits and challenges associated with the process of collaboration, which aims to achieve a school-based agenda for educationItem Contextualised science teaching in developing countries: Possibilities and dilemas(1999) George, June M.This paper examines the move in some developing countries to improve the quality of science education at the primary and secondary levels by explicitly considering the cultural context of the learner in the planning for science teaching. It discusses some theoretical underpinnings of this approach and explores some of the issues that arise with respect to student learning and the role of the teacher when this approach to science teaching is attempted.Item Item Culturing environmental education in the Caribbean(2002) George, June M.; Glasgow, Joyce LouiseThis paper presents a detailed description and analysis of one aspect of the lives of villagers of a coastal Caribbean community--their knowledge of, and interaction with, the marine environment. Using the grounded theory methodology, meanings were extracted from the accounts of how villagers function in the marine environment. These meanings were analysed in light of Stables' (1998) environmental literacy model, which encompasses functional, cultural, and critical literacy. Against this backdrop, suggestions are made for "culturing" formal environmental education in the Caribbean school system, particularly for students from rural coastal communities. It is suggested that the case study presented here is likely to be representative of several Caribbean coastal communities, particularly those that share a common historical backgroundItem Ensuring quality in science and technology education: Implications for students and teachers(CASTME, 1991) George, June M.; Salisbury, ValerieThis paper re-examines assumptions relating to science and technology education, clarifies perspectives, and makes projections of implications for classroom practice
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