Browsing by Author "Mayne, Hope"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Teacher educators: Transforming a classroom of practice through critical pedagogy [PowerPoint presentation]
    (2013-07-08) Mayne, Hope
    According to Altbach and Kelly (1978), the aim of the colonizer was to create schools to fit people into their world-creating an estrangement from their culture and heritage and reinforcing European traditions. This study explored teaching and teacher education in postcolonial Jamaica, based on arguments that education and teacher training are constructed on its colonial past and rely heavily on knowledge from the West. It provided a rich description of the shared teaching experiences of teacher educators in Jamaica, answering the research questions: (a) What do teacher educators understand to be the impact of colonization on education and their teaching (teacher education), (b) How do they describe their practice? Framed on a qualitative research design, a phenomenological perspective was used to uncover the lived experiences of 14 teacher educators. Findings indicated that teacher educators saw the impact of colonialism as having an inherent value in the construction of knowledge; it is historically and socially embedded, reproduced, and fostered dependency. They find benefit in adopting new approaches, in particular, student-centred classrooms, critical thinking, and critical pedagogy. This however is not without challenges. Their classroom practice and preparation of pre-service teachers is innovative, facilitative, structured, and consultative
  • Thumbnail Image
    Item
    The epistemological dilemma: Student teachers shared experiences of Jamaica’s National Standards Curriculum (NSC)
    (SCIEDU Press, 2021-11-12) Mayne, Hope; Dixon, Raymond A.
    In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.
  • Thumbnail Image
    Item
    Why 'yuh' talking to 'yuhself'? Exploring role identity through conversation analysis: Implications for curriculum and teaching
    (2016-05-10) Dixon, Raymond A.; Mayne, Hope
    This qualitative study used a modified form of conversation analysis to explore role identity construction of two primary school-aged children (male and female) in the Jamaican context. The participants were engaged in an informal conversation on imaginary play with an adult. Data were collected via the video conference medium, Skype. An analysis of question-answer, lexical choice and category, and perspective-display sequence of the conversation revealed that the adult and the male child expressed concerns about the female child's engagement in imaginary play. The analysis of the conversation also revealed that both children displayed different stages of role construction during the conversation. Implications for curriculum and teaching are discussed