Teacher Identity in an Era of Educational Reform: The case of Trinidad and Tobago
Abstract
The pace of educational reform has been increasing significantly at the global level and teachers have significant roles to play in such reform movements. This paper compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago with the concept of the teacher that seems to underpin present reform initiatives. Beginning teacher identity, explored through the use of a questionnaire and interviews, is portrayed as images and metaphors. It seems to encapsulate the missionary ideology of teaching and the notion of child-centred pedagogy, with the classroom as the centre of interaction between pupil and teacher. The reforms, on the other hand, look to teachers to support, as well, the decentralisation effort that calls for collaboration with the community, and the promotion of continuous assessment practices that calls for collaboration across grade levels in the school. Both the community focus and the school focus are likely to pose problems for beginning teachers who maintain a classroom focus. The paper highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system.
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The articles reviewed referred to the effects of policy reform context on teachers' identities.
“The articles reviewed referred to the effects of policy reform context on teachers' identities (Buchanan, 2015;George et al., 2003;Hendrikx, 2020;Trowman, 2008)”
From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as George et al., 2003
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- Authors
- GEORGE, J., MOHAMMED, J., & QUAMINA-AIYEJINA, L.
- Affiliations
- University of the West Indies (TT)
- Venue
- Compare: A Journal of Comparative and International Education
- Publisher
- Informa UK Limited
- Published
- 2003-06
- Volume
- 33
- Issue
- 2
- Pages
- 191-206
- ISSN
- 0305-7925 (ISSN-L)
- 1469-3623
- OpenAlex
- W2097659217
- Cited by
- 31
- References
- 0
- Citations by year
- 2025: 1 · 2023: 1 · 2021: 2 · 2019: 2 · 2018: 1 · 2017: 1 · 2015: 2 · 2014: 1 · 2013: 4 · 2012: 3
- FWCI
- 7.79
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Compare A Journal of Comparative and International Education (publishedVersion)
- Funders
- University of Sussex
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Keywords
- teacher identity, educational reform, novice teachers, Trinidad and Tobago, missionary ideology, child-centred pedagogy, decentralization, community collaboration, continuous assessment
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