This view is strongly supported by Morrison and Cooper (2008/2009) who declare that principals should the internal coherence necessary to sustain “establish educational (p. 115) and Ng (2009) who affirms that staff development reform” sessions should be implemented or strengthened based on the specific needs of the teachers as it is crucial to successful curriculum innovation. Also necessary is the enhancement of and collaboration among teachers, middle managers “communication and school heads so that they have a better understanding of each . . other’s roles”. (Ng 2009, p. 201) and know how they can best cater to needs. pupils’ The data generated from the question training did you receive in learner ‘What revealed that five of the participants centred instruction prior to its implementation’? admitted they had received general teacher training while three indicated that they had not received any training. Of the five participants, three explained that they had received teacher training from the Training College when they pursued the Teachers’ Diploma in Education Primary but this training was not specific to learner centred instruction. One respondent confirmed that she had pursued a Advanced Teachers’ Professional Certificate in Early Childhood Education also from the Teachers’ College. The other respondent stated that she had attended . short courses ‘different ’. . (Rose). One of the three participants who remarked that she had not received any training stated that her knowledge had been acquired by observation and practise over ‘just (Jean) while the other two each lamented the years . . did not receive any training .’ ‘I (Lisa and Lamonte). in learner centred instruction’ The importance of training teachers for reform is strongly emphasized by Ng (2009) who explicitly states that to initiating reforms, teachers should be provided with “prior sufficient professional development training in various (p. 201). areas” et al. (2012) and Kumar (2011) further add that teachers would be more likely to teach using a constructivist approach if they were exposed to this approach during their teacher training. The entire sample was invited to make general comments in respect to their beliefs about learner centred instruction. The following quotations reflect the thoughts of the five participants who offered remarks:
This view is strongly supported by Morrison and Cooper (2008/2009) who declare that principals should “establish the internal coherence necessary to sustain educational reform” (p. 115) and Ng (2009) who affirms that staff development sessions should be implemented or strengthened based on the specific needs of the teachers as it is crucial to successful curriculum innovation. Also necessary is the enhancement of “communication and collaboration among teachers, middle managers and school heads so that they have a better understanding of each other’s roles”. . . (Ng 2009, p. 201) and know how they can best cater to pupils’ needs. The data generated from the question ‘What training did you receive in learner centred instruction prior to its implementation’? revealed that five of the participants admitted they had received general teacher training while three indicated that they had not received any training. Of the five participants, three explained that they had received teacher training from the Teachers’ Training College when they pursued the Diploma in Education Primary but this training was not specific to learner centred instruction. One respondent confirmed that she had pursued a Teachers’ Advanced Professional Certificate in Early Childhood Education also from the Teachers’ College. The other respondent stated that she had attended ‘different short courses ’. . . (Rose). One of the three participants who remarked that she had not received any training stated that her knowledge had been acquired ‘just by observation and practise over the years . . .’ (Jean) while the other two each lamented ‘I did not receive any training in learner centred instruction’ (Lisa and Lamonte). The importance of training teachers for reform is strongly emphasized by Ng (2009) who explicitly states that “prior to initiating reforms, teachers should be provided with sufficient professional development training in various areas” (p. 201). et al. (2012) and Kumar (2011) further add that teachers would be more likely to teach using a constructivist approach if they were exposed to this approach during their teacher training. The entire sample was invited to make general comments in respect to their beliefs about learner centred instruction. The following quotations reflect the thoughts of the five participants who offered remarks:
FINAL%20DISSERTATION%20-%20MARCH%202017.docx