Literaturnachweis - Detailanzeige
| Autor/in | Jennings, Zellynne |
|---|---|
| Titel | Teacher education in selected countries in the Commonwealth Caribbean. The ideal of policy versus the reality of practice. |
| Quelle | In: Comparative education, 37 (2001) 1, S. 107-134Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 48; Tabellen 7 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Empirische Untersuchung; Interview; Bildungssystem; Primarbereich; Sekundarschule; Lehrerausbildung; Curriculum; Unterrichtsmethode; Unterrichtsprozess; Unterrichtsmedien; Unterricht; Ausbildungsprogramm; Effizienz; Bahamas; Barbados; Dominica; Guyana; Jamaika; Karibik; Saint Kitts and Nevis; Saint Lucia; Trinidad und Tobago |
| Abstract | The study explores the extent to which teachers in selected Commonwealth Caribbean countries are being trained to: 1) use centrally produced curriculum guides to language arts / reading, English and foreign Languages; 2) adopt appropriate methodologies for the teacher as a 'facilitator of learning'; 3) teach low achievers and underachieving males; and 4) use new technologies to aid instruction. The findings suggest that, while in most of the countries teachers are trained to use curriculum guides at the primary level, there is little evidence to indicate that the ideals in 2) - 4) either are being or can be realised, given existing constraints. Hightlighted amongst the lessons learned from the Caribbean experience are: 1) the intensitivity of policy to the practical realities of the classroom; and 2) the tendency of policy to perceive teacher training as the panacea for problems whose solutions lie in changes in the economic, soclal and cultural fabric of society. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2002_(CD) |
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