A SEARCH FOR STANDARDS IN THE FIELD OF TEACHER EDUCATION IN TRINIDAD AND TOBAGO-the quest

for legitimacy

SAMUEL LOCHANAND

BEULAR MITCHELL

Increased complexity of the field of teacher education

• More offerings at undergraduate and postgraduate levels

• Online offerings• Blended offerings• More foreign providers

• SOE/UWI• UTT• USC• ROYTEC• SHEFFIELD/BAPOS• CREDI

Missing ingredient?

Clearly articulated public standards for teachers and the preparation of teachers and a governing body to manage the field of teacher education.

Since 1960 there has been a Joint Board for Teacher Education

managed by UWI, Mona

Some positive recent developments

• Pre-service teacher education compulsory at the primary level

• A Teacher Performance and Teacher Development Unit was established at the MOE

• Professional Development had been made part of the Seamless Development Project

EXAMINING THE LOCAL CONTEXT

The Case of B.Ed Primary

B.Ed Primary Programmes by different providers

INSIGHTS GAINED/ POINTS OF DIFFERENCE

• There is diversity in the programmes– Content/curricula– Duration– Delivery – Assessment– Entry requirements

A Look at the International Front

History of Quality Assurance in Teacher Education

Time periods What constitutes standards

Institutions driving standards

1960-1980 Training agenda- school effectiveness studies

Benign state control with a lot of institutional independence

1980-2000 Teacher learning agenda- reflective practitioner, empowerment, social justice, learning communities, highs standards for teacher education

The teaching profession and the institutions of teacher preparation viz. Universities

1990-present Policy Agenda-High accountability standards emphasis on outcomes such as student grades, de-regulationC

Contestation between states, profession and institutions for control over standards

Three 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

Comparative models of Quality Assurance in Teacher Education

Negotiated SettlementsStandards 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.

Negotiated 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.

Developments in the Region

Regional Developments

• OAS Teacher Education Hemispheric Project(2004)

• Draft Harmonized Policy Framework for Teacher Education in the Caribbean

The Harmonized Policy Framework

• Selection and Recruitment• Initial Formation• In-service Teacher Education• Teacher Evaluation and Certification

Regional 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

Functions of the CCCTTE

• Teachers– To develop guidelines for assessing teaching

performance standards– To establish criteria for teaching– To develop guidelines for the management of a

teacher development system– To coordinate partnerships– To develop guidelines and strategies for attracting

and retaining suitably qualified teachers

Issues to consider in the way forward in Trinidad and Tobago

• Work has been done at the Regional Level • Standards only have legitimacy if they reflect

how relevant stakeholders think and feel• Standards have to reflect the culture and

context and the needs of the society• The globalization agenda may conflict with the

need to address culture and context

Issues 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’s

• Need to set up mechanism for propelling the discourse