The Comprehensive Teacher Training Project (CTTP) is a distance education program developed and field tested between July 1990 and June 1992 in St. Lucia, Dominica, and St. Vincent and the Grenadines. It combined instructional modules, telephone tutorials, and periodic group instruction to help unqualified assistant teachers (UATs) pass the Caribbean Examination Council (CXC) exams in English Language, Mathematics, Integrated Science, and Social Science. To offset the high rate of attrition associated with distance education programs, student support interventions were devised to help UATs develop coping strategies and study techniques. To counteract the community’s perception that qualified teachers are insensitive subject specialists, workshops on nation building and empowerment were designed.
This ethnographic study, which was conducted in St. Vincent and the Grenadines during the field testing period, sought to understand the lived experiences and perceptions of seven UATs as they matriculated through this distance education program. The study collected data through interviews, observations, and assessments of UATs, their significant others, marker/tutors (M/Ts), and country coordinator. These data were collected from UATs' communities in 1991 and during the workshops in the summers of 1990 and 1991.
The study found that UATs experienced success in courses which were well written, taught what the syllabus prescribed, and what the exam tested. Those who were task-oriented, studied consistently, and community oriented, usually experienced success. M/T-initiated periodic face-to-face instructional workshops and regular telephone counseling which provided UATs with academic reinforcement and a sense of belonging. Those UATs whose significant others were supportive of their participation in the CTTP were more likely to succeed.
The study also found that successful UATs adopted creative teaching techniques and active listening skills from M/Ts. Many of the lessons learned from the program were transferred to other aspects of their lives.
The study concluded that Integrated Science was the most successful course and should be used as a model for the English course. UATs who felt comfortable with themselves, knew how to study, and used their time wisely usually experienced success, saw themselves as nation builders, and were perceived by the community as effective leaders. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/39507 |
| Date | 02 October 2007 |
| Creators | Rawlings, Lyngrid Smith |
| Contributors | Adult and Continuing Education, Stubblefield, Harold W., Cline, Marvin G., Boucouvalas, Marcie, Wiswell, Albert K., Shifferraw, M. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | 2 volumes in 1, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 34900204, LD5655.V856_1995.R396.pdf |
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