Honing a professional identity: The outcome of a teacher education programme

dc.creatorYamin-Ali, Jennifer
dc.creatorPooma, Dev
dc.date.accessioned2012-11-14T16:32:31Z
dc.date.accessioned2019-08-05T18:25:41Z
dc.date.available2012-11-14T16:32:31Z
dc.date.available2019-08-05T18:25:41Z
dc.date.created2012-11-14T16:32:31Z
dc.date.issued2012
dc.identifierYamin-Ali, J., and Pooma, D. (2012). Honing a professional identity: The outcome of a teacher education programme. Caribbean Curriculum, 19, 67-90.
dc.identifier1017-5636
dc.identifierhttp://hdl.handle.net/2139/13704
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3021880
dc.description.abstractThis study examined the outcome of an in-service postgraduate professional development programme for secondary school teachers in a developing country. It investigated the influence of the programme after completion, with a focus on the professional identity of three modern language teachers three years after they had completed the programme. This qualitative phenomenological case study used interviews, questionnaires, and document analysis to collect data from the participants. The data were analysed using codes, categories, and themes. The findings revealed that the three participants were influenced by the programme in a positive and enduring way, in that they all showed growth in terms of their professional identity. School context was found to have a determining role in the extent and longevity of the influence that the programme had on the participants
dc.languageen
dc.publisherSchool of Education, UWI, St. Augustine
dc.subjectSecondary school teachers
dc.subjectForeign language teachers
dc.subjectProfessional development
dc.subjectInservice teacher education
dc.subjectProgramme evaluation
dc.subjectTeacher identity
dc.subjectTrinidad and Tobago
dc.titleHoning a professional identity: The outcome of a teacher education programme
dc.typeArticle


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