Helping Caribbean teacher trainees to understand their students
| dc.Institution | ||
| dc.contributor.author | Payne, Monica Anne | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T17:33:09Z | |
| dc.date.available | 2022-01-18T17:33:09Z | |
| dc.date.issued | ||
| dc.description | ||
| dc.description.abstract | ||
| dc.description.sponsorship | Annual Meeting of the American Educational Research Association, Chicago, IL, 3-7 Apr., 1991 | |
| dc.description.sponsorship | ||
| dc.extent | 28 p | |
| dc.identifier.other | 343 | |
| dc.identifier.uri | https://hdl.handle.net/2139/52445 | |
| dc.publisher | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.relation.ispartofseries | ||
| dc.source | ||
| dc.source.uri | Currently, in both developed and developing societies, there seems to be something of a "crisis of confidence" regarding the ability of formal professional training programmes to impact significantly on teachers' instructional and managerial effectiveness in the classroom. From the Caribbean, this paper reports a small-scale project involving: 1) the collection of research data by trainees themselves on their students' perceptions of the dimensions of peer group popularity and unpopularity; and 2) the subsequent utilization of the findings in the psychology component of a programme for graduate secondary school teachers to enhance understanding of theoretical issues and their practical awareness of classroom dynamics | |
| dc.subject.other | Graduate teachers | |
| dc.title | Helping Caribbean teacher trainees to understand their students | |
| dc.type |