Browsing 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, 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 Adventures in building a learning community: Experiences in reformulating a course in educational foundations [PowerPoint presentation](2013-07-02) Geofroy, Stephen; Joseph-Alleyne, Gail; Mohammed, Jeniffer; Pierre, PhaedraThe aim of the course, "Education and the Development of Social Competencies," is to explore what is involved in the process of developing social competencies relevant to the demands of effective citizenship in Trinidad and Tobago (or in the Caribbean today). This paper explores the rationale in revisiting the course and for undertaking departures from that which existed previously. One central concern was that students should engage in intensive practical experiences in groups, the requirements of building a learning community. Building learning communities in schools, in disciplinary groupings, and generally among educators appears to us as essential to being effective or socially competent in our space, whether envisaged on the national, regional, or international level. The key research question is: How comfortable are students and lecturers with the efforts at building community traced over the years 2010 to 2012, in reference to the course "Education and the Development of Social Competencies"? Data comprised lecturers' and students' comments, test and assignment scores, and group evaluations, where students assessed each other. This article discusses the reflections and experiences of three cohorts of students and lecturers as the journey into building a learning community unfoldedItem Annotated bibliography of primary teacher educaxtion in Trinidad and Tobago(School of Education, UWI, St. Augustine, 1999-02) Quamina-Aiyejina, Lynda; Mohammed, JenifferThis bibliography, which is arranged in alphabetical order by authors’ names, includes dissertations, theses, conference papers, books, journal articles, and official publications on primary teacher education in Trinidad and Tobago.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 Learning experiences, learning materials: Textual relationshipsMohammed, JenifferItem Man with a mission: Carol Keller(School of Education, The University of the West Indies, 2016) Conrad, Dennis A.; Mohammed, JenifferThis monograph explores the contributions of one educational leader at the School of Education (SOE). The University of the West Indies, St. Augustine, Trinidad and Tobago. Using the biographical approach, which incorporates life story, archival notes, and narratives, two researchers—one having been a colleague—narrate the experiences, practices, and perspectives of Carol Keller, referred to as CK for purposes of this study. The co-authors illustrate the evolutionary and relational nature of leadership in CK’s life; and share some of his contributions in the transformation of the SOE and his transformative role in the lives of his colleagues, from their perspective. Colleagues contributed research poems based on their experiences and observations of CK in his various roles. He is revealed as one who was about service; who shared a context-driven vision; and exemplified authentic, caring, and transformative leadership, even though he was critical of these ways of describing and researching the phenomenon of leadership.Item Primary Teacher Education in Trinidad And Tobago(School of Education, The University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies, 1998-04) Quamina-Aiyejina, Lynda; Mohammed, Jeniffer; Rampaul, Balchan; George, June; Kallon, Michael; Keller, Carol; Lochan, SamuelA baseline study provides a historical overview of the development of the teacher Education system in Trinidad and Tobago, against the background of a description of the country’s education system. An overview of the contemporary teacher education system is also provided, as well as analysis of: 1) teacher education curricula, 2) the quality and effectiveness of teacher education, 3) teacher identities, attitudes and roles, 4) resources of teacher education 5) emerging issues.Item 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 metItem The problem of generating a "genuine" social studies(School of Education, UWI, St. Augustine, 2008) Mohammed, Jeniffer; Keller, CarolThe goals of the social studies are about citizenship and developing persons. However, it has low status, tends to be marginalized, and is taught in much the same manner as the other disciplines even though "citizenship" suggests a seamless view of knowledge. This paper sets out the rationale for a research agenda to interrogate the problem of generating a genuine social studies. It does this by analysing the role played by learning theories-behaviourist, cognitivist, and humanist-in structuring the social studies learning environment in different countries and contexts. Theories of situated cognition provide a framework for investigating how teachers, educators, and students learn their environment, how they attempt to overcome it, and whether and how attempts at overcoming can be conceptualized more abstractly, leading to knowledge building in the social studies-more robust theories, concepts, propositions, and learning approaches. This study, then, is charting a way forward in reconceptualizing learning in the social studies so that citizenship and personhood can become more realizable goalsItem The problem of generating a "genuine" social studies(School of Education, UWI, St. Augustine, 2009) Mohammed, Jeniffer; Keller, CarolThe goals of the social studies are about citizenship and developing persons. However, it has low status, tends to be marginalized, and is taught in much the same manner as the other disciplines even though "citizenship" suggests a seamless view of knowledge. This paper sets out the rationale for a research agenda to interrogate the problem of generating a genuine social studies. It does this by analysing the role played by learning theories-behaviourist, cognitivist, and humanist-in structuring the social studies learning environment in different countries and contexts. Theories of situated cognition provide a framework for investigating how teachers, educators, and students learn their environment, how they attempt to overcome it, and whether and how attempts at overcoming can be conceptualized more abstractly, leading to knowledge building in the social studies-more robust theories, concepts, propositions, and learning approaches. This study, then, is charting a way forward in reconceptualizing learning in the social studies so that citizenship and personhood can become more realizable goalsItem The social studies for a postmodern age(School of Education, UWI, St. Augustine, 2004) Mohammed, Jeniffer; Keller, CarolThe social studies has remained an enigma for most of its existence. In rhetoric it is highly regarded; in the lived reality of schools it is perceived as a "soft option." This article traces its origins and development in different contexts, and the epistemological debates and conundrums that still obscure what a study of the social is. The politics of knowledge illuminates its low status in organizational settings such as schools. A case is made for a return to the foundational principles espoused by social theorists, who see a study of the social as essentially that of being human. This knowledge is vitally important in a postmodern age where contradiction and fragmentation are increasingly the norm. Finally, it is shown that the Human Development Paradigm rests squarely on a deeper appreciation of the social, which can come from a reformulated social study