dc.contributor.author	George, June M.
dc.contributor.author	Worrell, Patricia
dc.contributor.author	Rampersad, Joycelyn
dc.contributor.author	Rampaul, Balchan
dc.date.accessioned	2024-02-05T16:44:43Z
dc.date.available	2024-02-05T16:44:43Z
dc.date.issued	2001
dc.description.abstract	The 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 teacher’s 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.
dc.identifier.other	CERIS - 690:45
dc.identifier.uri	https://hdl.handle.net/2139/56494
dc.language.iso	en_US
dc.publisher	School of Education, UWI
dc.relation.ispartofseries	School of Education, Faculty of Humanities and Education, UWI, St. Augustine, Monograph Series; No. 5
dc.subject	teachers colleges
dc.subject	primary school
dc.subject	teacher training
dc.title	Becoming a primary school teacher in Trinidad and Tobago: Part 2: Teaching practice experience of trainees
dc.type	Other

Becoming a primary school teacher in Trinidad and Tobago: Part 2: Teaching practice experience of trainees

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