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Changing Perceptions of Education: The influence of teacher education programs on practicing Technical Vocational Educa

TVET teacher training changes as of 2006:Integration of teacher training colleges into UTT (The University of Trinidad and Tobago)Full bachelor's degrees in Education offered to TVET teachers. Change in supervised teaching practice: Eight (8) course Practicum programme for both in-service and

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Changing Perceptions of Education: The influence of teacher education programs on practicing Technical Vocational Educa

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    1. Changing Perceptions of Education: The influence of teacher education programs on practicing Technical Vocational Educational Training (TVET) teachers in Trinidad and Tobago Blair Frederick University of Trinidad and Tobago

    2. TVET teacher training changes as of 2006: Integration of teacher training colleges into UTT (The University of Trinidad and Tobago) Full bachelor’s degrees in Education offered to TVET teachers. Change in supervised teaching practice: Eight (8) course Practicum programme for both in-service and pre-service teachers

    3. Challenges with the practicum programme include: Outmoded methods of instruction used within the programme Lack of qualified lecturers in TVET Lack of autonomy: student entry qualifications, course content, lecturers perceptions

    4. Misconceptions of TVET: In the school environment (Heads of Department, parents, administrators, peers) Lecturers at the University (not involved in TVET) With the in-service teachers: perceptions of philosophies, methodologies and purpose of TVET

    5. Pertinent Literature included: A Baseline Study of Teacher Education in Trinidad and Tobago. School of Education, Faculty of Humanities and Education The University of the West Indies by Quinima- Aiyejina et. al. Critical discourse analysis by T.N. Huckin Teachers and Trainers for the Future: Technical Vocational Education and Training in a changing world by International Labour Organization Sector Activities Programme. (2010)

    6. Research Questions What is the an impact of the teacher education courses on TVET in-service teachers in regards to their practicum teaching?

    7. Have the TVET teachers developed a new or revised educational philosophy after exposure to teacher education courses and the practicum program.

    8. Is the practicum programs achieving the objectives stated in its course outline and are the designed evaluations and assessment activities accurately assessing and evaluating the achievement of these objectives.

    9. Judgment sampling based on the following criteria: The group completed four of their practicum courses together (since they enrolled in the program) They had similar previous educational experiences within TVET They did not complete the Technicians Teaching diploma programme They worked in similar school environments

    10. Critical Discourse Analysis: Analysis of the completed assignments from the fifth practicum course Three focus group discourse Reaction to interview questions Evaluation of participant’s reactions based on Mead’s concept of sociality and Lewin/ Schein’s change theory

    11. Limitations Conclusions cannot be generalized: Reliability could only be guaranteed if the population shows similar characteristics Validity: The conclusions are only authentic for this group and groups with resembling variables Results and conclusions should be a basis of another study in this area

    12. Results No solid proof that objectives of the practicum course have been achieved Teaching strategies and preparation methods are influences and sometimes dictated by the administrators and heads of department

    13. Critical reflection is not encouraged in the school environment Student motivation is not seen as important by administrators Focus on results in regional and national exams Archaic view of TVET in the school system

    14. Perception shift: Dominance of administrators and heads of department Misunderstandings of teaching strategies, class content and the administration of TVET classes Lack of influence and intervention of the University to assist with the acceptance and adaptation of the “new” teaching habits

    15. Course objectives and assessment: Assessments and evaluation methods do correctly assess the Practicum course objectives but are so repetitive that they are not accurate after the first use.

    16. Discussion/Conclusion Experience and ‘Sociality’ is very influential in the developing of new habits Intervention by the university will assist in the change of perceptions within the school environment

    17. Encouragement to make personal education philosophies practical within the school context Re-training/ re-tooling the school environment The impact of the Practicum must be constantly reviewed More research should be conducted in this area

    18. Contact Information Blair Frederick University of Trinidad and Tobago Corinth Campus Corinth Road San Fernando Trinidad and Tobago, W.I.

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