 | An Analysis of Primary Teacher Education in Trinidad and Tobago: The MUSTER Project (CIE, 2002, 156 p.) |
 |  | (introduction...) |
| | Multi-Site Teacher Education Research Project (MUSTER) |
| | Preface |
| | Acknowledgements |
| | List of MUSTER Researchers in Trinidad and Tobago |
| | List of Acronyms and Abbreviations |
| | Executive Summary |
| | Chapter 1. Background to the Study |
|  | Chapter 2. Overview of the Education System |
| | (introduction...) |
| | 2.1 Structure of the Education System |
| | 2.2 Selection |
| | 2.3 Enrolment |
| | 2.4 Teachers |
| | 2.5 Financing |
| | Chapter 3. Trainees and the Training Environment |
| | 3.1 Entry Requirements for the Teaching Service at the Primary Level |
| | 3.2 On-the-Job Training |
| | 3.3 Selection of Trainees for the Teachers' Colleges |
| | 3.4 Characteristics of Trainees |
| | (introduction...) |
| | 3.4.1 Gender |
| | 3.4.2 Age |
| | 3.4.3 Marital status |
| | 3.4.4 School type taught at prior to entry to teachers' college |
| | 3.4.5 Service prior to entry to teachers' college |
| | 3.4.6 Academic qualifications |
| | 3.4.7 Home background |
| | 3.4.8 Overall characteristics of the entering teacher trainee |
| | 3.5 The Staff at the Teachers' Colleges |
| | 3.6 The Teaching/Learning Environment |
| | Chapter 4. The Curriculum - Documented and Espoused |
| | 4.1 Introduction |
| | 4.2 The General Curriculum |
| | (introduction...) |
| | 4.2.1 General layout and organisation of the programme |
| | 4.2.2 Overall structure |
| | 4.3 Detailed Analysis of the Core Courses |
| | 4.3.1 Education: The documented curriculum |
| | 4.3.2 Education: The espoused curriculum |
| | 4.3.3 Language Arts: The documented curriculum |
| | 4.3.4 Language Arts: The espoused curriculum |
| | 4.3.5 Science: The documented curriculum |
| | 4.3.6 Science: The espoused curriculum |
| | 4.3.7 Mathematics: The documented curriculum |
| | 4.3.8 Mathematics: The espoused curriculum |
| | 4.4 Assessment Procedures |
| | (introduction...) |
| | 4.4.1 Assessment of in-college courses |
| | 4.4.2 Limitations of the assessment process |
| | 4.5 Discussion |
| | Chapter 5. Trainees' In-College Learning Experiences |
| | 5.1 Introduction |
| | 5.2 Literary Studies |
| | 5.3 Science |
| | 5.4 Mathematics |
| | 5.5 Discussion |
| | Chapter 6. Trainees' Views of Themselves and the Teaching Profession |
| | 6.1 Introduction |
| | (introduction...) |
| | 6.1.1 Images |
| | 6.1.2 Metaphors |
| | 6.1.3 Cultural myths |
| | 6.2 Methodology |
| | 6.3 Findings - Questionnaire |
| | (introduction...) |
| | 6.3.1 Responses to questionnaire items |
| | 6.3.2 Metaphors of teaching |
| | 6.4 Findings - Small group |
| | (introduction...) |
| | 6.4.1 Teacher as nurturer |
| | 6.4.2 Teacher as expert |
| | 6.4.3 Teacher as responsible for everything |
| | 6.4.4 Teaching as martyrdom |
| | 6.5 Discussion |
| | Chapter 7. Learning to Teach - Experiences of Teacher Trainees and Newly Qualified Teachers |
| | A. Experiences of Teacher Trainees |
| | (introduction...) |
| | 7.1 General Procedure |
| | 7.2 Arrangements for Teaching Practice |
| | 7.2.1 Preparation of trainees |
| | 7.3 The Teaching Practice Sites |
| | 7.4 Teaching Practice - First Round |
| | 7.4.1 Procedure |
| | 7.4.2 The climate in the receiving schools |
| | 7.4.3 Trainees' view of their role and function in the teaching practice exercise |
| | 7.4.4 Content knowledge of trainees |
| | 7.4.5 General pedagogic knowledge |
| | 7.4.6 Pedagogic content knowledge |
| | 7.4.7 Participation of pupils |
| | 7.4.8 The role of the cooperating teacher |
| | 7.4.9 Post-lesson conferencing sessions |
| | 7.4.10 Summary |
| | 7.5 Teaching Practice - Second Round |
| | 7.5.1 Procedure |
| | 7.5.2 Summary |
| | 7.6 Discussion |
| | B. Experiences of Newly Qualified Teachers |
| | 7.7 Background |
| | 7.8 Methodology |
| | 7.9 Experienced Teachers' Perceptions of the Value of the Present Teachers' College Programmes |
| | 7.10 The Socialisation of Newly Qualified Teachers into the School Working Culture |
| | 7.11 The Use Made by Newly Qualified Teachers of the Knowledge and Skills Acquired at the Teachers' College |
| | 7.12 Discussion |
| | Chapter 8. Costs and Financing, and Demand for Primary Teacher Education |
| | 8.1 Introduction |
| | 8.2 Costs of Training in the Colleges |
| | 8.3 Cost per Trainee Estimates |
| | 8.4 Supply and Demand for Teachers |
| | 8.5 Discussion |
| | Chapter 9. Recommendations from the Muster Project |
| | 9.1 Preamble |
| | 9.2 General Recommendations |
| | 9.3 Commentary |
| | Bibliography |
| | Appendix A. MUSTER Symposium: Critical Issues in Primary Teacher Education in Trinidad and Tobago - Programme |
| | Appendix B. Critical Issues in Primary Teacher Education in Trinidad and Tobago: Symposium Report |
| | Appendix C. Letter to the Minister of Education |
Preface
This country report is one of the products of a Primary Teacher Education Research Project conducted by the School of Education, The University of the West Indies (UWI), St. Augustine, Trinidad and Tobago, as part of a much larger project organized by the Centre for International Education (CIE), University of Sussex Institute of Education, United Kingdom. The Sussex initiative, the Multi-Site Teacher Education Research (MUSTER) Project, involved work in five countries-Ghana, Lesotho, Malawi, South Africa, and Trinidad and Tobago. The project was funded by the British Department for International Development (DFID).
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