Presentation on theme: "SAMUEL LOCHAN AND BEULAR MITCHELL"— Presentation transcript:
1SAMUEL LOCHAN AND BEULAR MITCHELL A SEARCH FOR STANDARDS IN THE FIELD OF TEACHER EDUCATION IN TRINIDAD AND TOBAGO-the quest for legitimacySAMUEL LOCHANANDBEULAR MITCHELL
2Increased complexity of the field of teacher education More offerings at undergraduate and postgraduate levelsOnline offeringsBlended offeringsMore foreign providersSOE/UWIUTTUSCROYTECSHEFFIELD/BAPOSCREDI
3Missing ingredient?Clearly articulated public standards for teachers and the preparation of teachers and a governing body to manage the field of teacher education.
4Since 1960 there has been a Joint Board for Teacher Education managed by UWI, Mona
5Some positive recent developments Pre-service teacher education compulsory at the primary levelA Teacher Performance and Teacher Development Unit was established at the MOEProfessional Development had been made part of the Seamless Development Project
6EXAMINING THE LOCAL CONTEXT The Case of B.Ed Primary
10History of Quality Assurance in Teacher Education Time periodsWhat constitutes standardsInstitutions driving standardsTraining agenda- school effectiveness studiesBenign state control with a lot of institutional independenceTeacher learning agenda- reflective practitioner, empowerment, social justice, learning communities, highs standards for teacher educationThe teaching profession and the institutions of teacher preparation viz. Universities1990-presentPolicy Agenda-High accountability standards emphasis on outcomes such as student grades, de-regulationCContestation between states, profession and institutions for control over standards
11Three Main Approaches to Governance in Teacher Education. Institutional governance-management by well established university systemProfessional Governance- management by strong independent professional organizationsPolitical Governance- management by ministries or government
12Comparative models of Quality Assurance in Teacher Education
13Negotiated Settlements Standards setting and arrangements for governance are really achieved through negotiated settlements between contending agencies at different points in time. Standards may change and the governance arrangements may change as the as the social and political forces change and as the research agenda develops to shape policy and practice.
14Negotiated settlement in the USA The case of the USA is very instructive. There are a lot of professional organizations that have been very vocal and active in education; NCATE is more than 50 years old, there are teachers unions that are strong and active, subject teachers associations in maths, science, social studies; ASCD; ATE.States all have their high stakes test to determine employment as teachers. The Federal Government exerts influence through funding and can impact on all aspects of education and teacher education e.g. “No child left behind” and “ Nation at Risk” (1983). There also private agencies like Fordham foundation that influence teacher education. Thus in the USA the governance and standards for the teaching profession is shared between Federal Government, Individual states, Universities and professional organizations and private institutions.
16Regional Developments OAS Teacher Education Hemispheric Project(2004)Draft Harmonized Policy Framework for Teacher Education in the Caribbean
17The Harmonized Policy Framework Selection and RecruitmentInitial FormationIn-service Teacher EducationTeacher Evaluation and Certification
18Regional Developments Proposal for the Establishment of a Caribbean Community Council for Teaching and Teacher Education (CCCTTE)Proposal for the National Council for Teaching and Teacher Education(NCTTE)Development of Regional Standards of Practice for the Teaching Profession
19Functions of the CCCTTE TeachersTo develop guidelines for assessing teaching performance standardsTo establish criteria for teachingTo develop guidelines for the management of a teacher development systemTo coordinate partnershipsTo develop guidelines and strategies for attracting and retaining suitably qualified teachers
20Issues to consider in the way forward in Trinidad and Tobago Work has been done at the Regional LevelStandards only have legitimacy if they reflect how relevant stakeholders think and feelStandards have to reflect the culture and context and the needs of the societyThe globalization agenda may conflict with the need to address culture and context
21Issues to consider in the way forward in Trinidad and Tobago How do you get meaningful participation in a weak professional culture?What is the relative strength of relevant stakeholders; tertiary providers, State, denominational boards, parents, TTUTA, Administrators, other private agencies and NGO’sNeed to set up mechanism for propelling the discourse