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close this bookBecoming a Primary School Teacher in Trinidad & Tobago, Part 2: Teaching Practice - Experience of Trainees (CIE, 2000, 54 p.)
close this folderChapter 4: Teaching Practice - Second Round
View the document4.1 Procedure
View the document4.2 The Role of Principals
View the document4.3 Content Knowledge of Trainees
View the document4.4 General Pedagogic Knowledge
View the document4.5 Pedagogic Content Knowledge
View the document4.6 Participation of Pupils
View the document4.7 Performance in Language Arts Classes
View the document4.8 Performance in Science Classes
View the document4.9 Performance in Mathematics Classes
View the document4.10 The Role of the Cooperating Teacher
View the document4.11 Post-Lesson Conferencing Sessions
View the document4.12 Trainees' Perceptions of the Teaching Practice
View the document4.13 Summary

4.1 Procedure

Four researchers were engaged in this aspect of the work during the period October-November, 1999. In all, teaching practice sessions were observed at 14 schools. Seven of these schools hosted trainee teachers from Corinth Teachers' Training College while the other seven schools hosted trainees from Valsayn. Eight supervisors were involved in this second round of the research; of these, 7 had been involved in the first round. Altogether, 38 trainees were observed, 20 from Corinth and 18 from Valsayn. Of the trainees observed during the second round, three, at Corinth, had also been observed during the first round. All the other trainees were being observed for the first time by the researchers. This situation existed because, typically, trainees are seldom assigned to the same supervisor in the second round of teaching practice as in the first round.

The classes observed were similar in composition to those observed in the first round. Class sizes ranged from 15 pupils to 35 pupils, with roughly equal numbers of boys and girls.

The breakdown of the lessons observed was as follows: Language Arts/Literature - 13, Mathematics - 9; Science - 3; Social Studies - 6; Art and Craft - 5; Agricultural Science - 3; Physical Education - 0; Family Life Education - 2.

Nineteen cooperating teachers were interviewed, 10 from schools hosting Corinth trainees and the other 9 from schools hosting trainees from Valsayn. Recorded interviews were conducted with 17 trainees, 5 at Corinth and 12 at Valsayn. Interviews were also conducted with two Principals and one Vice Principal of schools hosting Corinth trainees, and with Principals of two schools hosting Valsayn trainees. Post-conferencing sessions were observed, and notes taken on these sessions, at all schools, but only 10 were recorded

In addition to looking at the overall performance of trainees in the second round of teaching practice, an analysis was also done of their teaching of three core subject areas in the primary school curriculum, namely, language arts, science, and mathematics.