Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014

This paper investigates how Social Sciences teachers, upon completion, perceive their capability to transfer transformatory learnings gained on an initial in-service Postgraduate Diploma in Education programme (2013-2014) at the School of Education, The University of the West Indies (UWI), St. Augustine, Trinidad and Tobago. Using a phenomenological approach, experiences of 14 teachers from various disciplines within the social sciences were investigated through semi-structured interviews in two concurrent focus group sessions. The research questions investigated what learnings on the programme they perceived as transformatory and what were their perceptions on transferring transformatory learnings in their schools. Findings revealed that the main transformatory learnings on the programme occurred through an expansion of pedagogical content knowledge, becoming a reflective practitioner, sharing a community of practice, and sharpening their professional identity. In the transfer of transformatory learnings, participants declared an enhanced pedagogical practice, a piquing of interest, a feeling of empowerment and other factors that facilitated the learnings. They mentioned certain barriers to implementation such as the emphasis their schools placed on teaching to the test and the challenge of access to educational technology.

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Main Author: Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod L., & Ali, S
Format: Article biblioteca
Published: CERIS 2016
Subjects:Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning,
Online Access:https://journals.sta.uwi.edu/cc/index.asp?action=viewPastAbstract&articleId=784&issueId=119
http://hdl.handle.net/2139/48786
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spelling oai:oai:uwispace.sta.uwi.edu:2139:2139-487862020-03-07T06:50:25Z Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014 Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod L., & Ali, S Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning This paper investigates how Social Sciences teachers, upon completion, perceive their capability to transfer transformatory learnings gained on an initial in-service Postgraduate Diploma in Education programme (2013-2014) at the School of Education, The University of the West Indies (UWI), St. Augustine, Trinidad and Tobago. Using a phenomenological approach, experiences of 14 teachers from various disciplines within the social sciences were investigated through semi-structured interviews in two concurrent focus group sessions. The research questions investigated what learnings on the programme they perceived as transformatory and what were their perceptions on transferring transformatory learnings in their schools. Findings revealed that the main transformatory learnings on the programme occurred through an expansion of pedagogical content knowledge, becoming a reflective practitioner, sharing a community of practice, and sharpening their professional identity. In the transfer of transformatory learnings, participants declared an enhanced pedagogical practice, a piquing of interest, a feeling of empowerment and other factors that facilitated the learnings. They mentioned certain barriers to implementation such as the emphasis their schools placed on teaching to the test and the challenge of access to educational technology. 2020-03-06T16:47:22Z 2020-03-06T16:47:22Z 2016 Article https://journals.sta.uwi.edu/cc/index.asp?action=viewPastAbstract&articleId=784&issueId=119 http://hdl.handle.net/2139/48786 application/pdf CERIS
institution UWI TT
collection DSpace
country Trinidad y Tobago
countrycode TT
component Bibliográfico
access En linea
databasecode dig-uwi-tt
tag biblioteca
region Caribe
libraryname UWI library system TT
topic Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning
Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning
spellingShingle Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning
Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning
Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod L., & Ali, S
Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
description This paper investigates how Social Sciences teachers, upon completion, perceive their capability to transfer transformatory learnings gained on an initial in-service Postgraduate Diploma in Education programme (2013-2014) at the School of Education, The University of the West Indies (UWI), St. Augustine, Trinidad and Tobago. Using a phenomenological approach, experiences of 14 teachers from various disciplines within the social sciences were investigated through semi-structured interviews in two concurrent focus group sessions. The research questions investigated what learnings on the programme they perceived as transformatory and what were their perceptions on transferring transformatory learnings in their schools. Findings revealed that the main transformatory learnings on the programme occurred through an expansion of pedagogical content knowledge, becoming a reflective practitioner, sharing a community of practice, and sharpening their professional identity. In the transfer of transformatory learnings, participants declared an enhanced pedagogical practice, a piquing of interest, a feeling of empowerment and other factors that facilitated the learnings. They mentioned certain barriers to implementation such as the emphasis their schools placed on teaching to the test and the challenge of access to educational technology.
format Article
topic_facet Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning
author Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod L., & Ali, S
author_facet Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod L., & Ali, S
author_sort Barras, D., Bitu, B., Geofroy, S., Lochan, S., McLeod L., & Ali, S
title Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
title_short Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
title_full Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
title_fullStr Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
title_full_unstemmed Social Sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at The University of the West Indies, Trinidad and Tobago, 2013-2014
title_sort social sciences teachers' perceptions of transformatory learnings and the transfer of transformatory learnings from an initial in-service professional development programme at the university of the west indies, trinidad and tobago, 2013-2014
publisher CERIS
publishDate 2016
url https://journals.sta.uwi.edu/cc/index.asp?action=viewPastAbstract&articleId=784&issueId=119
http://hdl.handle.net/2139/48786
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