The identification of desirable teacher behaviours for the content of a programme for the preparation of secondary level science teachers in Trinidad and Tobago
Abstract
Phase 1 of the study sought to obtain general information about secondary level science teachers in Trinidad and Tobago to enable proper sampling of this group in the second phase. Phase 2 sought the opinions of practising science educators in the country on the importance of specific teacher behaviours for secondary level science teachers, and on the time in a teacher's career when these behaviours should be acquired. The 75 behaviours rated as important were used as the basis for specifying the content of a programme for preparing the secondary-level science teacher