(Genevieve).was another reported factor. This view think it is the years in ‘I Nursery’ is substantiated by Mansour (2009) who asserts that sources of beliefs teachers’ include both their formal and informal experiences. One participant singled out person that I was placed with at the time. . . ‘the ’(Polly). She indicated that she had benefitted from the other teacher and I termed this teacher induction or mentoring. This stance gains full support from Sosik, Lee and Bouquillon (2005, p. 94) who cite Wanberg, Welsh, & Hezlett (2003) as maintaining that benefits have been derived in mentoring relationships which develop naturally “informal between Furthermore Kardos, Johnson, Peske, Kauffman and Liu (2001) individuals.” posit that during mentoring the protégé receives assistance with what instructional approaches are to be promoted and which are to be suppressed. (Sandy). This participant articulated ‘I was introduced to it by a Principal of mine’ that her influencing factor was guidance from a Principal. This observation receives support from Sergiovanni (2006, p. 269) who admonishes that must be “principals directly involved in the teaching and learning life of the and need to provide school” opportunities for teachers to enhance their teaching skills. Cordeiro and Cunningham (2013, p. 10) further explain that principals need to possess deep understanding of “a curriculum, instruction, assessment and adaptations to unique so that they contexts” can support, motivate, coach and mentor staff. By so doing the administrators would be fulfilling another of their critical roles, that of instructional leader. It must be noted that whereas the respondents identified classroom and factors which influenced their decision to implement LCI, they did not include some of the other crucial factors which were highlighted in the literature. These included shifts in international pedagogical strategies and the need to promote critical thinking. In respect of the need to promote critical thinking, Snyder and Snyder (2008, p. 90) stress that having knowledge or information is not and in “merely enough” order for pupils to lead effective lives they be able to solve problems to make “must effective . . . and decisions” “think critically”. Summary The data generated from the third research question are the Barbadian ‘What reported pedagogical beliefs about learner centred instruction in the teachers’
‘I think it is the years in Nursery’ (Genevieve).was another reported factor. This view is substantiated by Mansour (2009) who asserts that sources of teachers’ beliefs include both their formal and informal experiences. One participant singled out ‘the person that I was placed with at the time. . . ’(Polly). She indicated that she had benefitted from the other teacher and I termed this teacher induction or mentoring. This stance gains full support from Sosik, Lee and Bouquillon (2005, p. 94) who cite Wanberg, Welsh, & Hezlett (2003) as maintaining that benefits have been derived in “informal mentoring relationships which develop naturally between individuals.” Furthermore Kardos, Johnson, Peske, Kauffman and Liu (2001) posit that during mentoring the protégé receives assistance with what instructional approaches are to be promoted and which are to be suppressed. ‘I was introduced to it by a Principal of mine’ (Sandy). This participant articulated that her influencing factor was guidance from a Principal. This observation receives support from Sergiovanni (2006, p. 269) who admonishes that “principals must be directly involved in the teaching and learning life of the school” and need to provide opportunities for teachers to enhance their teaching skills. Cordeiro and Cunningham (2013, p. 10) further explain that principals need to possess “a deep understanding of curriculum, instruction, assessment and adaptations to unique contexts” so that they can support, motivate, coach and mentor staff. By so doing the administrators would be fulfilling another of their critical roles, that of instructional leader. It must be noted that whereas the respondents identified classroom and factors which influenced their decision to implement LCI, they did not include some of the other crucial factors which were highlighted in the literature. These included shifts in international pedagogical strategies and the need to promote critical thinking. In respect of the need to promote critical thinking, Snyder and Snyder (2008, p. 90) stress that “merely having knowledge or information is not enough” and in order for pupils to lead effective lives they “must be able to solve problems to make effective decisions” . . . and “think critically”. Summary The data generated from the third research question ‘What are the Barbadian teachers’ reported pedagogical beliefs about learner centred instruction in the
FINAL%20DISSERTATION%20-%20MARCH%202017.docx