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DRAFT
SUBJECT:
COURSE:
PROGRAMME:
YEAR:
SEMESTER
CREDITS:
DURATION:
EDUCATION
The Teacher, The School and Society
E.C./Primary/Secondary/Special Education
1
2
2
30 Hours
COURSE DESCRIPTION
This course examines the relationships, obligations and responsibilities that
teachers have toward students and society, and the relationships that exist and
ought to exist among them. Student teachers will gain an understanding of the
culture of schools and the Jamaican society, understand and learn to cope with the
multiple roles they need to undertake as a teacher, and learn the rudiments of
creating and maintaining a positive school culture. In addition they will learn
about the education system and professional behaviour among teachers.
INTRODUCTION
The revision of the Education curriculum became necessary as a result of the
reform of the primary curriculum introdued in 1994 and the ROSE programme
introduced earlier. The content and methods of this course _ The Teacher, The
School and Society were determined by the curriculum writers based on the
general direction provided by the steering committee as outlined in the Preface.
Please see the Preface to the Education programme for a more detailed
introduction to this course.
RATIONALE
The classroom teacher plays a crucial role in the development and education of
the child. It is therefore necessary for the teachers to be aware of the social
setting in which the child is reared and nurtured and in which he/she is to be
educated. The dynamism of the Jamaican classroom will demand a new kind of
teacher, one who will,
a)
understand the culture of the school and the society in which it operates
b)
Be able to recognize and cope with the multiple roles he/she will need to
undertake as a teacher
c)
help in creating and maintaining a positive school culture and,
d)
be open to new insights as he/she reflects on diverse occurrences in the
education arena
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It is expected that the teacher will be conversant with the Jamaican education
system, i.e. the various levels from Early Childhood to Tertiary and their
relationship to one another. The role that the ministry Of Education plays in the
management and Supervision of the system should be understood by the teacher
and also the integral part he/she plays as co-planner with the Ministry in the
development of the schools' curriculum.
GENERAL OBJECTIVES
This course aims:
1)
To help trainees develop an awareness of he social context in which they
operate, and to see the need for a positive school-community relationship.
2)
To expose trainees to the realities if the school and classroom.
3)
To enable trainees to analyse factors in the society which effect the work
of the school.
4)
To identify stakeholders in education and their impact on the school and
curriculum.
5)
To develop and awareness of the Teachers' roles and responsibilities.
6)
To sensitize trainees to professional ethics and behaviour.
7)
To expose trainees to the Code of Regulations as it relates to their rights
and responsibilities.
PEDAGOGICAL ORIENTATION OF THE COURSE
The philosophical basics on which the new Teacher Education Programmes are
built will require a new way of thinking and new pedagogical approaches to
teaching. Lecturers are therefore expected to practice more participatory
procedures giving trainees opportunities for reflection on their experiences, on
which they may build new knowledge and competencies.
OVERVIEW OF COURSE CONTENT
This course is divided into 4 units as follows:
UNIT 1 (6 hours) Roles and Responsibilities of the teacher and the School in
Society
UNIT 2 (8 hours) The Culture of School and Society
UNIT 3 (8 hours) The Education System
UNIT 4 (8 hours) Professional behaviour and ethical behaviour of the teacher.
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UNIT 1
TITLE:
Society
Roles and responsibilities of the Teacher and The School in
DURATION:
6 Hours
OBJECTIVES : Student teachers should be able to :
1) Explain the role /purpose of the school and of the society.
2) Explain the teacher's role in both school and society.
3) Compare teachers who have made positive or negative impact on their
concept of teachers.
4) Arrive at a point of view on their own role as a teacher in society.
5) Use reflection or experiences to develop a positive teacher/pupil
relationship.
CONTENT
1.
Concept of Roles
Teacher-facilitator, planner etc.
School-transmitter of knowledge, culture etc. society-maintain traditions etc.
2.
Societal expectations of the teacher
a)
b)
c)
Parents' and students' expectations
Employers' expectation
Government policy targets
3.
Teachers' responsibilities (my relationship
as a teacher in society)
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SAMPLE ACTIVITIES
1.1
Reflect on teachers who influenced them most positively/negatively
Meet in groups for discussion
Other groups write "The teacher I would like to teach my child"
Report of groups
Whole group examine findings, discuss implications for their own role as
teachers.
1.2
Using information from findings in "Emergent Teachers", develop criteria
for their role as effective teachers
1.3
Reflection on their impression of society's role and the schools' role in
education.
1.4
Reading and review of texts. Critically examine findings in comparison to
own reflections.
2.1
Interviews with persons from various sectors of society. Interviews with
peers. Whole class discussion on findings from interviews and from reading.
2.2
Read aims of education (Min. of
Education)
2.3
Group discussion as it relates to policy expectations of the teacher,
compare and contrast findings of 2.1 with 2.2
3.1
Interview teachers in rural/urban communities. Small groups report
findings.
3.2
Case Studies
LINK TO PRACTICUM
-
Observation of classroom situations
Interviews Teachers and Principals
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UNIT 2
TITLE:
The culture of the School
DURATION: 8 Hours
INSTRUCTIONAL OBJECTIVES
At the end of this unit, teacher trainees should be able to:
1)
Determine the culture of a school
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2)
3)
4)
5)
Describe differences in the culture of schools
Become aware of diversity of schools and classrooms
Examine situations that drive this diversity
Identify the schools' relations with other institutions in the society
CONTENT
1.
The School Culture/Climate, positive/negative, norms values and beliefs
about teaching and learning, moral.
2.
Creating positive school culture.
3.
What is school-community relationship?
-
Importance of positive relationships?
Strategies for developing same.
a)
b)
know community
use community resources etc.
4.
Parenting Education and involvement.
SAMPLE ACTIVITIES
1.1
Reading and class discussion on topic.
1.2
Groups visit schools in various communities.
1.3
Report on findings, compare to literature.
2.1 Develop workable strategies that schools
may adopt to improve culture.
2.2
Review of literature on topic (internet etc.) in class.
2.3 Lecturer and trainees review case studies of
School-community, positive/negative relations.
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2.3
Small groups observe and report, produce article for class display.
3.1 Lecturer and class discuss literature on topic
3.2 Collect pertinent data about community;
-
needs and expectations of citizens
nature and influence of its power structure
how people feel about education
situations to be avoided
resources available that school may utilize
3.3 Resources personnel to give personal experience of change in schoolcommunity relationship.
3.4
Group study of particular schools community-Relationships - written
report.
4.1
Lecturer leads class in discussion of
literature on topic.
4.2
Trainees share experience of their involvement in their community
schools. Identify what motivate their participation or non-participation.
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4.3
Develop strategies for parent involvement - groups make inventory chart
of same.
LINK TO PRACTICUM
-
Attendance at Parent Teachers' Meeting - Report
-
Design, administer observation schedule
-
Collation and interpretation of data.
UNIT 3
Title:
The Education System
Duration:
8 Hours
Instructional Objectives
At the end of this unit teacher-trainees should be able to;
1.
Distinguish between the different types and levels of the formal education
system in Jamaica
2.
Describe the curriculum for the particular level of specialization.
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3.
Evaluate innovation for programme upgrade (e.g.) R.O.S.E, P.E.I.P.,
N.A.P., P.E.S.P., G.S.A.T. etc.
4.
Explain the role of the Ministry of Education.
CONTENT
SAMPLE ACTIVITIES
1. Levels of the Education System
Trainees to
E.C., Primary, Secondary, Tertiary
system.
a)
age groups of each level
care/Nurseries Basic up to
b)
access to each level Vocational groups
Included (e.g.) Jamaica German Automotive
JAGAS, VDTI, HEART/NTA etc.
1.1 Lecturer - led discussions.
identifies levels of the
E.C. - Day
age 6
Prim. - 6+ to 12 years.
Sec. - 12+ 17/18 years
Tertiary - 17/18 upward
Special Groups - Visually
2. Examination of relevant curriculum outlines
impaired etc.
- Integrated Curriculum (1-3)
1.2 Class make diagram of level of
system
3. Innovations for programme upgrade
N.A.P., ROSE, G.S.A.T., CXC,
1.3 Research on Special
Groups
PEIP, PESP, etc.
2.1 Lecturer introduce the old and the new primary
4. Role of the Ministry of education in support
school curriculum outlines.
Lead trainees to
And Supervisor of the education system.
Note the basic similarities
and differences.
2.2
School Visits/Video Tapes observation of each curriculum in operation.
Note any merits/demerits.
2.3
Research texts/internet for information re curriculum development for
class discussion.
3.1
-
Assign groups to research each of the programmes
Presentation left to group's creativity.
3.2 Written evaluation of programmes - individual
work
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4.1
Lecturer - led discussion on diagram of the structure of the Min. Of
Education, given in text.
4.2
Read and discuss relationships of each section
4.3
Resource person (e.g.) Education Officer for area to lecture on supervision
of system
LINK TO PRACTICUM
- Reviewing curriculum guides of the integrated curriculum (1-3)
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UNIT 4
TITLE:
The Professional Teacher
DURATION: 8 Hours
Instructional Objectives
1.
- Demonstrate professional behaviour as against unprofessional behaviour.
2.
- Describe the rules and regulations which govern the teaching profession
3.
Assess their behaviour as trainee teachers against the stated criteria for the
profession
CONTENT
1.
The teacher as a professional in the school and the society.
2.
a)
b)
Regulations governing the teaching profession
code of regulations (legal)
Code of Ethics (ethical/moral)
3.
Role of Teachers' Organizations in the service of a teacher
4.
Case Studies of issues in the profession.
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SAMPLE ACTICITIES
1.1
Brainstorming
1.2
Reading text, lecturer - led discussion.
1.3
Debate
2.1
reading/discussion of codes
2.2
Master Teacher or Principal as resource
3.1
Group work - research and report on organizations.
3.2
Discussion on findings. Display
4.1
Reading and discussion
4.2
Association Representative
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NOTES TO LECTURERS - Students will keep a scrapbook of news, views
and issues on education, throughout course. Students give short comment on
each article.
LINKED TO PRACTICUM
-
Data collection
-
Designing interview schedule
-
Interacting with other professional
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REFERENCES
Anglin, R. - 2nd Edition - (2000) -
Education and Society an introduction
Bagin, Gallagher etal - (1996)
Edition Allyn and Bacon
The school and Community Relations 5th
-
Brown, Monica - (1998)
- Teaching Practice handbook
Evans, Hyacinth - (2001)
-
Inside Jamaican Schools
Farrant, J.S. - (1980)
Education 2nd Edition, Longman
-
Principles and Practice of
Figueroa and Persaud - edit (1983)Reader)
Sociology of Education (a Caribbean
James-Reid, Olga - (1983)
Functions
Teaching - Its Management and
-
J.T.A. - a) Code of ethics
b) Role of Teachers' Organization
Ministry of Education - Code of Regulations
Rose, Hyacinth and Ralston
- The Student Teachers' Handbook (MPU)
Whyte, Millicent - 2002 reprinted - The Teacher as a Professional in a Developing
Country (Unpublished)
- Course Text
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STANDARDS
1.
Production of individual scrap book - each article with a blurb for quick
checking
2.
Trainees display knowledge of the range of institutions of learning.
3.
Show an understanding of their roles as
teachers .
4.
Have a knowledge of what makes a good or a bad teacher
5.
Desrcibe a school with positive culture
6.
Develop activities/programmes to improve school culture
7.
Demonstrate how a teacher may conduct parent conference
8.
Display a knowledge of teachers' rights and responsibilities as stated in the
Code of Regulations
9.
Display an understanding of right professional conduct.
SCHEME OF ASSESSMENT
Course Work
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40% of total Assessment
- Scrap Book
- Group work presentation
- Essay
Final Examination - 1 paper
Weight 60% of total assessment
- Title - The Teacher, The School and Society
- Number of hours - two (2)
- 1 Essay
30%
- 20 multiple choice items
40%
- 6 short answers
30%
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