Browsing by Author "Rampaul, Balchan Deodat"

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    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, Samuel
    This 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 issues
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    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, Jeniffer
    This 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 curriculum
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    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 Deodat
    This 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 practice
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