International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Beliefs about Classroom Practice: A Study of Primary Teacher Trainees in Trinidad and Tobago     
Margaret Cain, Margaret Cain

This qualitative study sought to gain insights into teacher trainees’ beliefs about teaching and learning, and the relationship between their beliefs and classroom practice. A case study methodology was used to examine the beliefs and classroom practice of three primary teacher trainees who were enrolled at a teachers’ training college in Trinidad and Tobago. Findings suggest that the trainees seemed to hold well established beliefs about teaching and learning, which were apparently influenced by their experiences in school, in the home, and as teachers in primary schools. There were variations in the extent to which the trainees’ beliefs influenced their classroom practice. A number of situational and personal factors seemed to impact the trainees’ ability to enact their beliefs about teaching and learning in the classroom. The study underscores the importance of giving teacher trainees opportunities to interrogate their beliefs and the manner in which these beliefs impact teaching practice.

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