 | Trinidad & Tobago: A Baseline Study of the Teacher Education System (CIE, 1999, 61 p.) |
 |  | (introduction...) |
| | Multi-Site Teacher Education Research Project (MUSTER) |
| | Abstract |
|  | Chapter 1: Overview Of The Education System |
| | 1.1 Introduction |
| | 1.2 Structure of the Education System |
| | 1.3 Selection |
| | 1.4 Enrolment |
| | 1.4.1 Primary Schools |
| | 1.4.2 Secondary Schools |
| | 1.4.3 Transition Rates |
| | 1.4.4 Repetition and Dropout |
| | 1.5 Teachers |
| | 1.6 Governance and Control |
| | Chapter 2: Historical Overview Of The Development Of The Teacher Education System |
| | 2.1 The Early Beginnings |
| | 2.2 New Proposals for Teacher Education and Training in Trinidad - 1851 |
| | 2.3 The Keenan Report, 1869 |
| | (introduction...) |
| | 2.3.1 The Pupil Teacher System |
| | 2.3.2 The Education of the Pupil Teacher |
| | 2.4 Establishing Training Colleges |
| | (introduction...) |
| | 2.4.1 Education Commission, 1914-16 |
| | 2.4.2 Problem of Untrained Teachers |
| | 2.4.3 Emergency Training Course |
| | 2.4.4 Pre-Service Training |
| | 2.5 Recruitment to Training College |
| | 2.6 The Training College Curriculum |
| | 2.7 Governance of the Training Colleges |
| | 2.8 Later Developments, 1956 -1981 |
| | 2.9 The Consolidation of Teacher Training |
| | Chapter 3: Overview Of The Teacher Education System |
| | 3.1 Structure of the teacher education system |
| | 3.2 Entry Requirements for the Teaching Service at the Primary Level |
| | 3.3 On-the-Job Training |
| | 3.4 Teachers' Colleges |
| | 3.4.1 Entry Conditions and Requirements |
| | 3.4.2 The Curriculum |
| | 3.4.3 Enrolment |
| | 3.4.4 Achievement Levels |
| | 3.5 School of Education, UWI, St. Augustine |
| | (introduction...) |
| | 3.5.1 The Certificate in Education (Cert. Ed.) |
| | 3.5.2 The Bachelor of Education (B.Ed.) Degree |
| | 3.5.3 Diploma in Education (Dip. Ed.) |
| | 3.5.4 Higher Degree Programmes |
| | 3.5.5 Achievement Levels |
| | 3.5.6 Governance |
| | 3.5.7 Administrative Arrangements |
| | 3.6 Teacher Educators |
| | 3.6.1 Teachers' Colleges |
| | 3.6.2 School of Education |
| | 3.7 Supply and demand for teachers |
| | 3.7.1 Enrolment Projections |
| | Chapter 4: Preliminary Analysis Of Teacher Education Curricula |
| | 4.1 Outline of the Teacher Education Curriculum |
| | (introduction...) |
| | 4.1.1 Academic Studies |
| | 4.1.2 Teaching Practice |
| | 4.1.3 Assessment and Certification |
| | 4.2 Review of Issues in Teacher Education Curricula |
| | (introduction...) |
| | 4.2.1 The Teaching/Learning Context |
| | 4.2.2 The Teacher as Practitioner |
| | 4.3 Rationales for proposed innovations in teacher education curricula: |
| | Chapter 5: The Quality And Effectiveness Of Teacher Education |
| | 5.1 Assumptions made about trainees |
| | 5.2 Indicators of Quality |
| | 5.3 Support System for Newly Trained Teachers |
| | Chapter 6: Teacher Identities, Attitudes And Roles |
| | 6.1 Gender Issues |
| | 6.2 Attitudes of Teacher Trainees |
| | 6.3 Role of Teachers |
| | Chapter 7: Resources For Teacher Education |
| | 7.1 Salaries of teachers and teacher trainers |
| | 7.2 Expenditure on education |
| | 7.3 Student enrolment, per capita costs and student/staff ratios |
| | Chapter 8: Emerging Issues |
| | 8.1 Selection and Recruitment of Teacher Trainees |
| | 8.2 Teacher Education Curriculum |
| | 8.3 Support For New Teachers |
| | 8.4 The Product of the Teacher Training Programme |
| | 8.5 Gender Issues |
| | References |
Abstract
This paper is a baseline study of the teacher education system in Trinidad and Tobago as precursor to further research in a number of areas. In order to provide context to the contemporary structure of teacher education, an historical overview of education and teacher education is provided. The current structure of teacher education is then examined in detail, focusing on issues such as: entry requirements, the curriculum, achievement levels, governance, and the different qualifications available. In chapter 5 there is an analysis of the quality and effectiveness of teacher education and a number of key emerging issues are noted. The main ones being: whether the level of the curriculum is appropriate and whether the standard of graduating trainees is acceptable for the schools. It is also noted that there is very little in terms of support for newly qualified teachers once they start teaching. Furthermore, it is noted that conflicting perceptions about teachers' work and roles exist among teachers themselves and in society in general. Finally, there is a summary of resource issues in relation to teacher education and a summary of the emerging research agenda.
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