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Caribbean Journal of Education

Conceptions of Effective Staff Development: A Caribbean Perspective

Pages: 
1-24
Publication Date: 
April 1995
Issue: 
Abstract: 

Two theoretical conceptions of how to effect enhanced teacher performance, namely the technocratic and the teacher development models, have tended to dominate the literature of the past decade or so (McNergney and Carrier 1981). The technocratic model posits that professional teacher development will result primarily from staff development or teacher education programmes that enable the teacher to master, via appropriately structured training experiences, the teaching behaviours implicitly derived from the correlates of effective instruction, as indicated in the teacher effectiveness research literature. For example, the inference of Rosenshine's (1983) review of the research on teacher effectiveness is that mastery of the nine empirically based correlates of effective teaching outlined would lead to improved teacher effectiveness in the classroom.

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