In the last two years there has been a signi­ficant increase in the provision at the Univer­sity of the West Indies for the training of graduate teachers to teach in secondary schools in the Caribbean. The schools in which these teachers will teach vary from the older type grammar school, to the newer secondary schools, whether called Junior Secondary, Comprehensive or Multilateral.

If the experience of the attempts of other countries to democratize education can be considered relevant to the Caribbean, it is more than likely that our secondary teachers, in whatever type of school, will increasingly be called upon to face the challenges of teach­ing children of a wide range of abilities, attain­ments, interests, and different in their styles of learning, motivational patterns and back­grounds. The time seems appropriate, therefore, for teacher-trainers in the Caribbean, whether in pre-service or in-service models of training, to re-examine the approaches and emphases in our post-graduate teacher-training pro­grammes to take account of the roles the teacher will most likely be called upon to play in our classrooms.