Quality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewal

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dc.contributor.authorYamin-Ali, Jennifer
dc.contributor.authorHerbert, Susan
dc.contributor.authorJames, Freddy
dc.contributor.authorAli, Shahiba
dc.contributor.authorAugustin, Désirée
dc.contributor.authorPhillip, Sharon
dc.contributor.authorRampersad, Joycelyn
dc.date.accessioned2016-07-26T17:24:54Z
dc.date.available2016-07-26T17:24:54Z
dc.date.issued2016
dc.description.abstractThis paper presents a description of a teacher education programme evaluation that was initiated, planned, and executed in an attempt to enhance the quality of the programme’s content, delivery, and impact. The evaluation comprised reports on the perspectives of major stakeholders on whether the Diploma in Education (Dip.Ed.) programme (2004–2009) had met their expectations, and on the benefits and limitations of the programme and its impact on teachers’ practice. Subsequent to the preliminary inquiry into those stakeholders’ perspectives, a more probing approach was applied to the perspectives of Heads of Department, School of Education (SOE) staff, and Ministry of Education officials. The evaluation was guided by Guskey’s (2002) theoretical and conceptual model of evaluating the impact of continuing professional development (CPD) on teachers’ practice, and by the fourth generation evaluation model of Guba and Lincoln (1989). The sample for each phase was either stratified random or purposive. This research is significant in that it provides a model for programme evaluation that focuses on the role of the stakeholder in determining effective practice in teacher education. It also highlights the process of rigorous programme evaluation and renewal through staff engagement.en_US
dc.identifier.citationYamin-Ali, J., Herbert, S., James, F., Ali, S., Augustin, D., Phillip, S., & Rampersad, J. (2016). Quality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewal. Caribbean Curriculum, 24, 52–74.en_US
dc.identifier.issn2412-558X
dc.identifier.urihttps://hdl.handle.net/2139/42604
dc.language.isoenen_US
dc.publisherSchool of Education, The University of the West Indies, St. Augustineen_US
dc.subjectTeacher education programmesen_US
dc.subjectStakeholdersen_US
dc.subjectProgramme evaluationen_US
dc.subjectQuality assuranceen_US
dc.subjectSchool of Education, UWI, St. Augustineen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleQuality assurance in teacher education through insider evaluation and stakeholder involvement: A case for programme renewalen_US
dc.typeArticleen_US

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