Teachers' instructional strategies and perceptions of their knowledge and use

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dc.InstitutionThe University of the West Indies, St. Augustine
dc.contributor.authorLochan, Samuel
dc.contributor.editor
dc.coverage.spatial
dc.date.accessioned2022-01-18T18:13:42Z
dc.date.available2022-01-18T18:13:42Z
dc.date.issued1991
dc.description
dc.description.abstractThis 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
dc.description.sponsorship
dc.description.sponsorship
dc.extentiv, 182 p
dc.identifier.other1552
dc.identifier.urihttps://hdl.handle.net/2139/53651
dc.publisher
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.relation.ispartofseries
dc.source
dc.source.uriSchool of Education Library, UWISA - WI RES LB1719 T7 L634 1991
dc.subject.otherPrimary school teachers
dc.titleTeachers' instructional strategies and perceptions of their knowledge and use
dc.typeM.Ed.

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