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A Rationale for the Critical Reorientation of Jamaican Teacher Education

Publication Date: 
July 2006

In this paper I advocate a critical reorientation of the way we think about the practice of teacher education in Jamaica. I suggest this as a strategy for challenging the resilience of traditional, teacher-centred pedagogy in our schools. To make my case I share the findings of a study that used the theoretical discourse of critical pedagogy as a conceptual framework to examine teaching practices in a Jamaican teachers college. This demonstrates the heuristic potential of critical pedagogy as a tool for critically understanding the challenges involved in undertaking pedagogical reforms and the advantages it offers in providing a rationale that can facilitate sustainable educational change.

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