Transitioning from the Teaching Diploma to Bachelors Degree in Jamaican Colleges: Teacher Educators' Experiences
Abstract
The Jamaican education system has been experiencing a spate of “transformational” activities over the past five years. Teacher education institutions are in the process of transitioning from a three-year diploma in teaching entry level certification to a four year bachelor's degree program. The main objective is to explore teacher educators' experiences in implementing programme change in a Caribbean culture. It is also geared at eliciting the experiences of participants from diverse cultures. The study is qualitative in nature. Data are collected through focus group interviews and analyzed through open coding and deductive and inductive approaches. The inquiry explores teacher educator experiences and the current trends for improving education quality globally. Participants will be involved through peer interviews and discussions on teacher educator change and factors that catalyze change. Recommendations are made for teacher education in terms of change, policy and classroom practice in Jamaica and territories with similar educational concerns.
Location
Room 2905
Recommended Citation
Lambert, Clement, "Transitioning from the Teaching Diploma to Bachelors Degree in Jamaican Colleges: Teacher Educators' Experiences " (2009). SoTL Commons Conference. 95.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/95
Transitioning from the Teaching Diploma to Bachelors Degree in Jamaican Colleges: Teacher Educators' Experiences
Room 2905
The Jamaican education system has been experiencing a spate of “transformational” activities over the past five years. Teacher education institutions are in the process of transitioning from a three-year diploma in teaching entry level certification to a four year bachelor's degree program. The main objective is to explore teacher educators' experiences in implementing programme change in a Caribbean culture. It is also geared at eliciting the experiences of participants from diverse cultures. The study is qualitative in nature. Data are collected through focus group interviews and analyzed through open coding and deductive and inductive approaches. The inquiry explores teacher educator experiences and the current trends for improving education quality globally. Participants will be involved through peer interviews and discussions on teacher educator change and factors that catalyze change. Recommendations are made for teacher education in terms of change, policy and classroom practice in Jamaica and territories with similar educational concerns.
