"A Stepping-stone to do Something Else": Exploring why Jamaican Student Teachers Enter and Complete Teacher Education
Notice bibliographique
Résumé
The extensive educational reforms currently being implemented in Jamaica, in addition to my personal curiosity as a teacher educator, provide the rationale for this research. A better awareness and understanding of who enrols to learn to teach may be critical to the viability and success of the current reforms taking place in the Jamaican education system, and teacher education in particular. This study explores why Jamaican student teachers, who were not aspiring to learn to be teachers or teach, entered and completed a three-year teacher education programme. The study was guided by two essential research questions: (i) What accounts for Jamaican students, who indicate that teacher education and teaching are not their educational or occupational aspirations, entering and completing teacher education? (ii) What do these Jamaican students experience within the teacher education program that contributes to their belief that such a program is of benefit to their educational and occupational aspirations? Postcolonial theory (Ashcroft, Griffith & Tiffen, 1989) and theory of occupational choice (Ginzberg, 1963, 1972) serve as analytical frameworks to assist in better understanding the Jamaican student teacher experience. Qualitative methodology provided the means to including the essential “voices” of eight Jamaican student teachers; and, grounded theory the means to collecting and analysing what they had to say about entering and completing teacher education. The findings raise the notion of “youthfulness”, and how this may influence aspirations and decisions in an economic and academic environment of limited options and opportunities. They suggest that teacher education may serve as a “stepping-stone” to more desirable educational or occupational goals. The findings also reveal what these student teachers believed were significant aspects of the teacher education experience, and how this experience may contribute to their future educational or occupational plans and aspirations. Finally, this study supports the movement to reform teacher education in Jamaica; however, not at the expense of reducing the opportunities for higher education within the wider Jamaican populace. Suggestions are presented regarding possible reforms to secondary and post-secondary education in general; therefore, reforms which may support or enhance existing teacher education programmes.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,007 | 0,009 |
| Communication savante | 0,005 | 0,007 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».