Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean
This article examines the conceptual framework of social studies as held by a sample of primary school teachers, as well as their perceptions and classroom practices. A modified Social Studies Perception Scale (SSPS) was employed with a sample of 98 primary school teachers in seven islands of the Eastern Caribbean. Using percentages, means, and t-tests, it was found that: 1) while the majority of the teachers indicated a clear preference for the reflective inquiry approach to the teaching of social studies, their actual classroom practices appear to be at odds with their perceptions of the subject; 2) while younger teachers are initially reflective in their approach and practice, over time they increasingly become didactic knowledge transmitters; and 3) male teachers are far more likely to exhibit a reflective approach and practices than female teachers. The t-tests also revealed some significant differences between male and female teachers, and between younger and older teachers. These findings may have implications both for the selection of social studies teachers and for teacher preparation programmes in the Caribbean
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| Language: | English |
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School of Education, UWI, St. Augustine
2003
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| Subjects: | Primary school teachers, Social studies, Teaching techniques, Eastern Caribbean, |
| Online Access: | http://hdl.handle.net/2139/6629 |
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oai:oai:uwispace.sta.uwi.edu:2139:2139-66292011-03-03T21:39:59Z Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean Griffith, Anthony D. Primary school teachers Social studies Teaching techniques Eastern Caribbean This article examines the conceptual framework of social studies as held by a sample of primary school teachers, as well as their perceptions and classroom practices. A modified Social Studies Perception Scale (SSPS) was employed with a sample of 98 primary school teachers in seven islands of the Eastern Caribbean. Using percentages, means, and t-tests, it was found that: 1) while the majority of the teachers indicated a clear preference for the reflective inquiry approach to the teaching of social studies, their actual classroom practices appear to be at odds with their perceptions of the subject; 2) while younger teachers are initially reflective in their approach and practice, over time they increasingly become didactic knowledge transmitters; and 3) male teachers are far more likely to exhibit a reflective approach and practices than female teachers. The t-tests also revealed some significant differences between male and female teachers, and between younger and older teachers. These findings may have implications both for the selection of social studies teachers and for teacher preparation programmes in the Caribbean 2010-04-15T20:51:20Z 2010-04-15T20:51:20Z 2003 Article Griffith, A. D. (2003). Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean. Caribbean Curriculum, 10, 85-108 1017-5636 http://hdl.handle.net/2139/6629 en application/pdf School of Education, UWI, St. Augustine |
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Primary school teachers Social studies Teaching techniques Eastern Caribbean Primary school teachers Social studies Teaching techniques Eastern Caribbean |
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Primary school teachers Social studies Teaching techniques Eastern Caribbean Primary school teachers Social studies Teaching techniques Eastern Caribbean Griffith, Anthony D. Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean |
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This article examines the conceptual framework of social studies as held by a sample of primary school teachers, as well as their perceptions and classroom practices. A modified Social Studies Perception Scale (SSPS) was employed with a sample of 98 primary school teachers in seven islands of the Eastern Caribbean. Using percentages, means, and t-tests, it was found that: 1) while the majority of the teachers indicated a clear preference for the reflective inquiry approach to the teaching of social studies, their actual classroom practices appear to be at odds with their perceptions of the subject; 2) while younger teachers are initially reflective in their approach and practice, over time they increasingly become didactic knowledge transmitters; and 3) male teachers are far more likely to exhibit a reflective approach and practices than female teachers. The t-tests also revealed some significant differences between male and female teachers, and between younger and older teachers. These findings may have implications both for the selection of social studies teachers and for teacher preparation programmes in the Caribbean |
| format |
Article |
| topic_facet |
Primary school teachers Social studies Teaching techniques Eastern Caribbean |
| author |
Griffith, Anthony D. |
| author_facet |
Griffith, Anthony D. |
| author_sort |
Griffith, Anthony D. |
| title |
Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean |
| title_short |
Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean |
| title_full |
Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean |
| title_fullStr |
Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean |
| title_full_unstemmed |
Examining the conceptual framework, perceptions, and practices of teachers in the Eastern Caribbean |
| title_sort |
examining the conceptual framework, perceptions, and practices of teachers in the eastern caribbean |
| publisher |
School of Education, UWI, St. Augustine |
| publishDate |
2003 |
| url |
http://hdl.handle.net/2139/6629 |
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AT griffithanthonyd examiningtheconceptualframeworkperceptionsandpracticesofteachersintheeasterncaribbean |
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