Graduate supervision at the University of the West Indies (UWI), St Augustine Campus has primarily been fashioned after conventional apprenticeship models. Within this framework, supervisors function as founts of disciplinary knowledge and wisdom, made available to ‘disciples’ in need of hands-on guidance in order to ensure eventual ascension to the guarded ranks of academics. The ‘charismatic authority’ with which supervision has traditionally been conducted was in part the result of controlled disciplinary borders and a sense of sole propriety over the supervisee and the research (Yeatman 1995). Pedagogical advancements and shifts in student ideologies, however, have forced academics to reconceptualise the practice of supervision.
Literature on Supervision best practice highlights the need for a (re)definition of the relationship between supervisor and supervisee as it is believed to underscore what can be loosely described as successful supervision. In this paper we present the reflections of a graduate research supervisor geared toward reflecting on her experiences across various stages of the supervisory relationship as well as improving her students’ supervisory experience. We examine how her interpretation of students’ perspectives and their stated expectations are conceptualised to inform/modify practice. The research is intended to provide an actionable option for graduate student supervision revision, while also providing a framework for continued dialogue aimed at improving graduate supervision at the UWI, St. Augustine.
This paper examines the process of change in curriculum planning at a higher education institution involved in teacher education and sought to find out what were the facilitators in a change process in the given context. The conceptual framework is constituted by theories of organisational development, innovation and change management, and leadership. This study falls within the qualitative research paradigm. It is a descriptive intrinsic case study (Stake, 1995) with embedded units. The case is teacher educators' experiences at one teacher education institution in a developing country. Twenty-one teacher educators of varying years of experience comprise the embedded units. The case itself is of interest to this researcher and the intention is to better understand the current perspectives and experiences of these participants (Stake, 1995) with a view to drawing conclusions about implications for the institution as a provider of teacher education. To better understand their stories (Crabtree & Miller, 1999), all participants were interviewed using an interview protocol which allowed for probing. Interviews were transcribed and participants had the opportunity to confirm and even add to their responses in print. Guided by the research questions, patterns in the data were sought, and emerging categories were further clustered into themes. The data were further analysed to make comparisons and to highlight differences or contrasts. Implications for practice within the institution and beyond were presented. While there were many potential barriers and challenges as well as possible tensions in the change process staff also recognised that there were elements that facilitated the success of the process. Findings revealed that the main facilitators of programme renewal that emerged for the teacher educators fell under the broad categories of staff attitude, leadership style, use of consultation and collaboration, management of the process, external factors, and capitalising on institutional strengths. This case study builds upon work done by Cohen, Fetters and Fleischmann (2005), Wolf and Hughes (2007), Hyun and Oliver (2011), Carter and Halsall (2000) and [name deleted to maintain the integrity of the review process] (2016) as it captures the perspectives of one group of teacher educators who were engaged in programme renewal, adding to the literature on effective change process.
The preoccupation with two dialectic responses to curriculum, “ deferral” and “empowerment” signified a curriculum enterprise that sought resolution to some real contradictions in secondary schooling in Jamaica, chiefly the gross underachievement at this level in particular types of schools .This study reopens discussions on the approach to closing achievement gaps . It investigates three interventions: two voluntary grade ten experimental programmes that gave students an additional year after completing Grade 9 and an empowerment programme that granted automatic placement based on The Grade Nine Achievement Test allowing learners to repeat grade nine. The self -studies and storied experiences of students and teachers revealed anomalies and practices that stultified empowerment and achievement. These disclosures have engendered the transformative pedagogy that is necessary for curriculum renewal that leads to Alternative Pathways to Secondary Education Curriculum solutions that are currently being explored in Jamaica. This alternative curriculum pedagogy is informed by philosophies and experiences of students and the practices of teachers whose art of teaching is engendered from the heart.