Quality teacher education via distance mode: A Caribbean experience

Abstract

This article reports on a study of the University of the West Indies Distance Teaching Experiment (UWIDITE), which offers preservice teacher education using an interactive teleconference network. Considerations were made within the framework of fostering quality teacher education and the relevance of distance education to developing Caribbean countries. Questionnaires were administered to 169 teachers who were either graduates of or pursuing a 15-month Certificate in Education programme on the UWIDITE teleconference network in the options: mathematics, social studies, literacy studies, integrated science, and deaf education. Results indicated that most of the teachers participated frequently in class discussions and completed required pre-class preparations. The classes were well organized, encouraged interactions, and had suitable teaching units. Most of the teachers of the deaf indicated that the equipment was easy to use, and that their foundation and specialization were supported by print in a sufficient manner. Most of them agreed that not many technical problems were experienced during the interactive sessions. Overall, the study highlighted several perceived strengths and weaknesses as a delivery mode for quality teacher education. Recommendations for improvement are suggested, including comprehensive feedback on assignments and interactive counselling sessions on the network