The research/practice divide: The integration of educational research on [i.e. in] the geography classrooms of Trinidad and Tobago [PowerPoint presentation]

Abstract

In a 21st century knowledge society, individuals are expected to use their knowledge and skills to think critically, problem solve, make decisions, comprehend new ideas, communicate, and collaborate effectively with others. Empirical studies and theories of teaching and learning have greatly informed our understanding of the types of teaching strategies that help students develop these higher-order thinking skills. However, it appears that this research is not reflected in the daily instructional practices of our classroom teachers. Through classroom observations, surveys, and interviews, this study examined the instructional practices of geography teachers in Trinidad and Tobago to determine the extent to which the teachers' instructional practices are helping students develop their higher-order thinking. The study revealed that while research promotes student-centred approaches, cooperative learning, dialogic discourse, open informal questioning, and discursive forms of writing, teachers still primarily use teacher-centred approaches, individualized instruction, monologic discourse, and closed recall questions. The teachers' instructional practices are not affording students the opportunity to acquire and display their knowledge at the higher levels of cognition. The findings of this study may apply to most subject areas on our secondary school curriculum and is therefore relevant to the improvement of classroom instruction across the curriculum