Social sciences teachers’ perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014

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dc.contributor.author Barras, Dyann
dc.contributor.author Bitu, Benignus
dc.contributor.author Geofroy, Stephen
dc.contributor.author Lochan, Samuel
dc.contributor.author McLeod, Lennox
dc.contributor.author Ali, Shahiba
dc.date.accessioned 2016-07-26T17:32:16Z
dc.date.available 2016-07-26T17:32:16Z
dc.date.issued 2016
dc.identifier.citation Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod, L., & Ali, S. (2016). Social sciences teachers’ perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014. Caribbean Curriculum, 24, 75–99. en_US
dc.identifier.issn 2412-558X
dc.identifier.uri http://hdl.handle.net/2139/42605
dc.description.abstract This paper investigates how social sciences teachers, upon completion, perceive their capability to transfer transformatory learnings gained on an initial in-service Postgraduate Diploma in Education programme (2013-2014) at the School of Education, The University of the West Indies (UWI), St Augustine, Trinidad and Tobago. Using a phenomenological approach, experiences of 14 teachers from various disciplines within the social sciences were investigated through semi-structured interviews in two concurrent focus group sessions. The research questions investigated what learnings on the programme they perceived as transformatory and what were their perceptions on transferring transformatory learnings in their schools. Findings revealed that the main transformatory learnings on the programme occurred through an expansion of pedagogical content knowledge, becoming a reflective practitioner, sharing a community of practice, and sharpening their professional identity. In the transfer of transformatory learnings, participants declared an enhanced pedagogical practice, a piquing of interest, a feeling of empowerment, and other factors that facilitated the learnings. They mentioned certain barriers to implementation such as the emphasis their schools placed on teaching to the test and the challenge of access to educational technology. 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 Social science teachers en_US
dc.subject Teacher education programmes en_US
dc.subject Perception en_US
dc.subject Transformatory learning en_US
dc.subject School of Education, UWI, St. Augustine en_US
dc.subject Trinidad and Tobago en_US
dc.title Social sciences teachers’ perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014 en_US
dc.type Article en_US


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