Teachers' instructional strategies and perceptions of their knowledge and use
No Thumbnail Available
Date
1991
Authors
Lochan, Samuel
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This study examines the instructional strategies used by a sample of teachers and investigates the effect of training college experience, inservice training, supervision, and other key variables on teachers' knowledge and use of instructional strategies. Data were collected through observation and interviews from a sample of 14 teachers of Standards 1 to 3 from five schools in the El Socorro/Aranguez area of Trinidad. The study found that: 1) recitation was the main method used by teachers; 2) teachers' experiences at training college did not assist them directly with their teaching methods; 3) teachers had mixed opinions of inservice courses, varying with their level of competence and assessment of the practicality of the courses; 4) teachers felt that principals and supervisors had nothing to do with their classroom practice; 5) teachers felt there is a lack of incentive to perform; 6) peer collaboration was occasional and based on good personal relations; and 7) most teachers felt their methods differed from those used by their own teachers