There is little by way of documented research which explores the quality of the teacher education programme offered in Trinidad and Tobago. This study sought to investigate the quality of teacher education through an examination of primary teacher training curriculum as documented, espoused and enacted within the Teachers' colleges. Specific research questions explored the stated philosophies underpinning the Teachers' College curriculum, the nature of the curriculum, how it is delivered and teacher educators' claims regarding content, method of delivery and outcomes. Findings revealed that, during the two-year course, educational, professional courses, academic studies and teaching practice formed the compulsory core along with optional courses. There was a reasonable level of congruence between teacher educators' claims and what actually happened, but there were also general concerns about content, timing and relevance. The conclusions were as follows: the system tends to be slow to change; there is a need for all stakeholders to work together to consider the preparation of teachers in relation to policy; there is a lack of a link between the \"on the job\" training scheme and the college curriculum, which suggests more should be done to build on trainees' prior knowledge; the technical rationality model predominates in the colleges; the curriculum could be managed in more effective ways; and there is a need for more professional development for college lecturers.
Sussex, UK: Centre for International Education, 49 pp.