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.authorBarras, Dyann
dc.contributor.authorBitu, Benignus
dc.contributor.authorGeofroy, Stephen
dc.contributor.authorLochan, Samuel
dc.contributor.authorMcLeod, Lennox
dc.contributor.authorAli, Shahiba
dc.date.accessioned2016-07-26T17:32:16Z
dc.date.available2016-07-26T17:32:16Z
dc.date.issued2016
dc.description.abstractThis 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.identifier.citationBarras, 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.issn2412-558X
dc.identifier.urihttps://hdl.handle.net/2139/42605
dc.language.isoenen_US
dc.publisherSchool of Education, The University of the West Indies, St. Augustineen_US
dc.subjectSocial science teachersen_US
dc.subjectTeacher education programmesen_US
dc.subjectPerceptionen_US
dc.subjectTransformatory learningen_US
dc.subjectSchool of Education, UWI, St. Augustineen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleSocial 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, 2013-2014en_US
dc.typeArticleen_US

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