Cover Image
close this bookOn-the-Job Training: Pre-Service Teacher Training in Trinidad & Tobago (CIE, 2000, 35 p.)
close this folder7. The Curriculum
View the document7.1 The Underlying Philosophy
View the document7.2 Programme Components - Primary
View the document7.3 Programme Components - Secondary
View the document7.4 The Relationship between Theory and Practice
View the document7.5 New Developments in the Programme

7.4 The Relationship between Theory and Practice

Figure 2 illustrates how the practical and theoretical components of the programme are presented.


Figure 2: Practical and theoretical components of the OJT Teacher Training Programme

While trainees are exposed to both the theory and practice of education, these two aspects of their training are compartmentalised. Training in theory is the responsibility of the tutors while training in practice is the responsibility of the principal and the mentor teachers. The tutors interviewed claimed that they never visit the schools and do not know who the mentor teachers are. They operate with the hope that the mentor teachers' strategies are consistent with what is being taught in the induction programme and at the Saturday classes. In the same vein, the mentor teachers claim that they do not know what is being taught in the formal sessions, except for what the trainees relay to them. The mentor teachers have found that the trainees' method of writing lesson plans differs from what they were taught at teachers' training college, albeit many years ago, and this results in some measure of conflict.