Quality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewal

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dc.contributor.author Yamin-Ali, Jennifer
dc.contributor.author Herbert, Susan
dc.contributor.author James, Freddy
dc.contributor.author Ali, Shahiba
dc.contributor.author Augustin, Désirée
dc.contributor.author Phillip, Sharon
dc.contributor.author Rampersad, Joycelyn
dc.date.accessioned 2016-07-26T17:24:54Z
dc.date.available 2016-07-26T17:24:54Z
dc.date.issued 2016
dc.identifier.citation Yamin-Ali, J., Herbert, S., James, F., Ali, S., Augustin, D., Phillip, S., & Rampersad, J. (2016). Quality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewal. Caribbean Curriculum, 24, 52–74. en_US
dc.identifier.issn 2412-558X
dc.identifier.uri http://hdl.handle.net/2139/42604
dc.description.abstract This paper presents a description of a teacher education programme evaluation that was initiated, planned, and executed in an attempt to enhance the quality of the programme’s content, delivery, and impact. The evaluation comprised reports on the perspectives of major stakeholders on whether the Diploma in Education (Dip.Ed.) programme (2004–2009) had met their expectations, and on the benefits and limitations of the programme and its impact on teachers’ practice. Subsequent to the preliminary inquiry into those stakeholders’ perspectives, a more probing approach was applied to the perspectives of Heads of Department, School of Education (SOE) staff, and Ministry of Education officials. The evaluation was guided by Guskey’s (2002) theoretical and conceptual model of evaluating the impact of continuing professional development (CPD) on teachers’ practice, and by the fourth generation evaluation model of Guba and Lincoln (1989). The sample for each phase was either stratified random or purposive. This research is significant in that it provides a model for programme evaluation that focuses on the role of the stakeholder in determining effective practice in teacher education. It also highlights the process of rigorous programme evaluation and renewal through staff engagement. en_US
dc.language.iso en en_US
dc.publisher School of Education, The University of the West Indies, St. Augustine en_US
dc.subject Teacher education programmes en_US
dc.subject Stakeholders en_US
dc.subject Programme evaluation en_US
dc.subject Quality assurance en_US
dc.subject School of Education, UWI, St. Augustine en_US
dc.subject Trinidad and Tobago en_US
dc.title Quality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewal en_US
dc.type Article en_US


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