Quamina-Aiyejina, L., George, J., Kallon, M., Keller, C., Lochan, S., Mohammed, J., Rampaul, B.
This paper is a baseline study of the teacher education system in Trinidad and Tobago as precursor to further research in a number of areas. In order to provide context to the contemporary structure of teacher education, an historical overview of education and teacher education is provided. The current structure of teacher education is then examined in detail, focusing on issues such as: entry requirements, the curriculum, achievement levels, governance, and the different qualifications available. In chapter 5 there is an analysis of the quality and effectiveness of teacher education and a number of key emerging issues are noted. The main ones being: whether the level of the curriculum is appropriate and whether the standard of graduating trainees is acceptable for the schools. It is also noted that there is very little in terms of support for newly qualified teachers once they start teaching. Furthermore, it is noted that conflicting perceptions about teachers' work and roles exist among teachers themselves and in society in general. Finally, there is a summary of resource issues in relation to teacher education and a summary of the emerging research agenda.
Sussex, UK: Centre for International Education, 64 pp.