Print ISSN: 1017-5636

Online ISSN: 2412-558X

Volume 24 (2016)
Articles
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
Dyann Barras, Benignus Bitu, Stephen Nigel Martin Geofroy, Samuel Lochan, Lennox McLeod and Shahiba Ali

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.

Keywords: Social Science Teachers; Teacher Education Programmes; Perception; Transformatory Learning