Teacher Educators: Perceptions, Self-Views and Participation in a Community of Practice
Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
School of Education, UWI
Abstract
This study utilised an explanatory sequential mixed methods design to explore the perceptions and self-views of teacher educators as they engage in a community of practice. One hundred and twelve school-based and university-based teacher educators were purposively drawn from primary and secondary schools as well as tertiary-level institutions in Trinidad and Tobago. One-way ANOVA and independent samples t-tests were used to analyse differences between the teacher educator groups in the first phase of the study, while structured open-ended interviews were conducted in the second phase to explicate quantitative results obtained in the first phase. Results indicate that there was a statistically significant difference in teacher educators’ perceptions about themselves as members of a professional group, F(2, 107)=4.62, p=.012. Findings also suggest that while school-based teacher educators feel far more included in policy-making decisions at their institution than university-based teacher educators, university-based teacher educators place a higher value on professional learning activities than their school-based counterparts.
Description
Table of Contents
Keywords
Teacher Educators, Perceptions, Self-views, Community of Practice
Citation
Caribbean Curriculum Vol 26 2018/2019