Caribbean Curriculum

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Browsing Caribbean Curriculum by Subject "Anglophone Caribbean"

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    Engendering Pedagogy in the Secondary English Classroom: Looking Back to Look Forward
    (School of Education, UWI, 2023) Robinson, Sandra
    The idea for this paper arose out of the need for a new vision for secondary English teaching and an evolving view of literacy in the Anglophone Caribbean. It also came into being because of a growing lack of agreement about what is needed for teachers of English to be effective in their practice. The consensus, in the Anglophone Caribbean, has always been that English, as a subject, matters. Educators, students, parents, researchers, examiners, policymakers, and business people agree that the subject English is a prerequisite for social, personal, and professional advancement. There is little argument, therefore, about the importance of subject English and its purposes and values in the curriculum. But the question of how English should be taught, who should teach it, and who decides, has been contentious. This paper traces a series of overlapping shifts in pedagogical conception and practice that have triggered for secondary teachers of English, new and different ways of understanding the subject they teach. It aims at advancing two primary purposes: (1) understanding the implications of the emerging discourse for Secondary English Teaching and, (2) facilitating the adjustment required for a different conception of English Teaching as well as the preparation of English Teachers.
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    Towards Instructional Leadership in English Teaching in the Early Childhood Classroom: Anglophone Caribbean Perspectives
    (School of Education, UWI, 2023) Jules, Janice Erlita
    This research was an examination of the perspectives of a group of early childhood education teachers from four Anglophone Caribbean countries about their growth as instructional leaders, based on the self-assessment of their contribution to the enhancement of literacy instruction. Another aspect was the evaluation of the impact of continuous professional development (CPD) on the teachers’ developmental process. The data were gathered via an interview schedule, focus groups and participant observation from a purposive sample of forty-six Grade K to 3 teachers, designated as literacy specialists. The findings revealed that whereas ‘instructional leader’ was not a term participants used to identify their various roles, characteristics of this leadership process were evident in the discharge of their responsibilities. Hence, results showed participants perceived they were resource providers, collaborators and team-builders for their colleagues in the execution of their duties. In addition, as they acknowledged confronting some teachers who were resistant to change, participants believed that the CPD sessions were central to the enhanced performance in their duties, as they equipped them with knowledge to introduce colleagues to innovative and authentic strategies in teaching literacy.