Vol. 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
The University of the West Indies, St. Augustine
Bio
Benignus Bitu
The University of the West Indies St. Augustine
Bio
Stephen Nigel Martin Geofroy
The University of the West Indies
Bio
Samuel Lochan
The University of the West Indies, St. Augustine
Bio
Lennox McLeod
The University of the West Indies, St. Augustine
Bio
Shahiba Ali
The University of the West Indies, St. Augustine
Bio

Published 2016-05-03

Keywords

  • Social Science Teachers,
  • Teacher Education Programmes,
  • Perception,
  • Transformatory Learning

Abstract

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.