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Paper presented at the official opening and mini-conference of the Journal of the University College Cayman Islands. (JUCCI) Thursday, October 16, 2008

Ladies and gentlemen, good evening.

The need for recruitment of teachers in teacher training (Itet) is a global phenomenon. But for the Caribbean, the challenge is made, if bad, considering the fact that trained teachers will be recruited from the Caribbean, lives to serve in other countries and regions.

Mike Baker, rejected the British Broadcasting Cooperation (BBC) matching education in her article “2002 in the United Kingdom” poaching “of teachers from Jamaica, said that six hundred teachers from 2001 to 2002 (600) to work on island and abroad, particularly in the United States and leave the United Kingdom. During the same period, the British government six thousand (6,000) Working for the licensing of teachers from countries outside the European Community.

Global demand for teachers, including those in the Caribbean, the region offers both a challenge and an opportunity. be a challenge in attracting new teachers recruited, trained and qualified and a chance to do so, should seek qualified teachers, economic independence, it can be achieved through the exercise of their profession in an economically vibrant community.

Although there are many strategies to promote the recruitment of persons in Itet in light of the social, cultural, and educational policy of the country and the Caribbean, especially in the Caymans, it is not easy see what is and is not. work, therefore, the contribution of the paper that I wrote and published in the Official Journal of the University College Cayman Iceland, an analysis of relevant recommendations of the research, which looked at issues of teacher recruitment, not only address in the Cayman Islands, but also in the Caribbean.

In this work, has published recommendations and conclusions were reviewed by two studies, the 2006 Organization of American States Sub-Region Consultant Study Report with the challenges of improving the quality concerns of teacher education The recruitment and selection, education, vocational training, vocational training and evaluating teachers in the Caribbean. And the 2001 report of the Committee to review the conditions regarding the recruitment of Cayman Islands in the teaching profession.

What are the opportunities to promote the recruitment of teachers in Itet in the Cayman Islands? Some thoughts on. It is necessary to:

First Undertake innovative approaches and strategic development in the Itet. Strategies are needed to guide actions and innovations, strengthening the people’s confidence in the process and product Itet.

Second formulation of policies, the nature and type are offered by academic qualifications and operating standards focus on training teachers and local training institutions.

3rd Develop strategies for the recruitment process in Itet and promote education and identification of appropriate target groups for recruitment.

4th offer a competitive and internationally recognized Bachelor of Education. (This is happening at University College)

5th Set up a clearly defined alternative paradigm related to career and its underlying values in the Cayman Islands to improve the effort on the economic status of teachers. View Morris and Williamson (1989) in Japan and Taiwan and other countries where education is extremely important concern, teachers are paid fairly good education is seen as relatively well paid employment is supply new teachers is high and has a low turnover rate. The authors go on to say that these countries are also of great value in their people still in a job or a place for the duration of a lifetime.

So my point is, what is needed (in addition to marketing strategies and promotion), a paradigm shift or change in the way of thinking is how we teach, not only for the Cayman Islands, but for Caribbean.

Enable programs Itet sixth in a reflection model of teaching that encourages the development of skills and knowledge in the areas of content and professional studies and teaching practice are framed grounded in the real world of school and classroom. This model of education currently head of teacher education and training service here at the University College Cayman Islands.

For more details, please see my article entitled “Promoting the recruitment of teachers in teacher training (Itet) in the Cayman Islands in the Journal of College of the Cayman Islands Volume 2 August 2008, pp Published. 65-78. copies of the magazine are available at the main entrance to the auditorium.

Thank you very much, the floor is now open for questions and discussion.

 

Reference

Baker, M. (2002). UK ‘poaching’ Jamaican teachers. Education Correspondent BBC, British Broadcasting Corporation (BBC), March 15, 2002. http://news. BBC. co. uk/2/hi/uk_news/education/1871706. STM (accessed October 2, 2007).

McLean, G. (2001). The report of the commission to investigate conditions in the recruitment of teachers in the Cayman Islands. Ministry of Education, Culture and Human Resources. Cayman Islands. 29th June

Mark P. (2006). OAS Hemispheric Project draft harmonized policy for teacher training (summary) Caribbean subregion consultant report (unpublished).

Morris Williamson, P. and J.. (1998). Teacher training in the Asia-Pacific: a comparative analysis. Journal of Asia-Pacific Teacher Education and Development 1: 17-27.

 

Today, the diverse education is always extremely important, and in this regard, the arts play an important role. However, art is an essential component of moral education students learn is not a great success in schools. For example, today, almost musical education in decline and there are several factors that deteriorate the current situation, including problems with professionalism, time management, teacher and student relationships, preparing young people teachers and implement new technologies and techniques in the classroom. Firstly, it is necessary to emphasize that in the present moment the professional level of music education specialists in schools is widely discussed and criticized. In recent years, the coordinators of music regarded as a panacea to all problems of modern schools and music education have been. It remains unclear, their role and effectiveness of their work is still quite low. Stuart Button and Allison Potter explained that this situation by a number of problems, most important concern for coordinating the work of the coordinator of music and head of the school and the current program. To be more precise, teachers are often skeptical about the professionalism of teaching coordinator of music, while the second did not appreciate the professionalism of teachers in the arts, namely music. It is clear that cooperation between them is relatively low, and the role of the curriculum is also very important because it is not coordinated by the music co-coordinators and head teachers. Following the efforts of both parties remain ineffective. But the main problem is likely that all schools are fully exploit the potential of the coordinator of music. “Obviously, would use their potential in music education more successful because they are real professionals music. Therefore, it is only necessary for teaching skills and experience of school with a musical knowledge and experience of coordinators combine music. In this respect, the theory seems the strategy partnership more effective with positive results. However, there is also the problem of preparation of future professionals, as it is necessary to constantly support the advancement of music education, employment needs of new staff, including young teachers. Of course, this means that new workers need special training and preparing qualified to teach music effectively. Not surprisingly, emphasized the musical education of music professionals, that “teachers need new music, and deserve our support,” and insist that mentoring as well be a means of professional development for teachers new music as “Mentoring safely used in your promises … and mentoring programs to provide such support are growing across the country. “In such a situation it is very important that experienced professionals could help their younger colleagues to continue to grow professionally is that the further progress of music education and training guarantee high. In this way, the professionalism and training of new teachers for music professionals the most important factors that can contribute to better communication of music and art make the major contribution. However, it is also necessary to examine the relationship problems between teachers and students from the music education and teaching in general, a two-way process. Therefore, this means that teachers and coordinators to manage the music productive relationships with students that education can develop truly effective. Experts recommend that teachers should focus on their students and their interests, and at the same time to stimulate their progress continuously develop their personality at all levels. To be more precise, Robert Duke recommends teachers to develop such relationships with students and to provide such a program “whenever you leave your own students, the workshop, ask yourself what physical, intellectual and cultural habits to develop in your presence each week. “ Unfortunately, often neither teachers nor students have enough time to improve their skills and abilities in music. In fact, students often turn in a very difficult situation if it should simply no time for rehearsals and the role of teachers in this problem to be underestimated. For example, Joseph Manfredo said that “the biggest factor affecting the success of the dress rehearsal of stimulus – the teacher is the ability to manage effectively during the semester. In addition, it offers even a typical repetition, which can be used by teachers which includes: The installation program for teachers and students, tuning, warm-up, test the power of literature, music playback and other activities, musician, announcements, and removal. Finally, we must say that time management effect5ive, no good teacher-pupil relations, and professionalism are now quite high because the technological progress, new requirements for teaching music to be. In this regard, the role of distance education more and more strength and teachers in this way to teach using more and more often. In this context it should be noted that the experts agreed that “the rapid development, availability and marketing of online education almost certainly accelerate the development of distance education in music education.” Therefore, this trend should be considered and implemented systems of education should be modernized and adapted to new conditions. In addition, they also develop new infrastructure and the widespread use of computers, IT and Internet in the educational process. However, it is necessary to recall that “the educational value, excellence and learning must always take precedence over visions of comfort and innovation for innovation.” Thus, taking into account all the above, it is possible to conclude that the current trend of music education is insufficient for learning really effective. It should be planned on the high level of professionalism and care and coordinates are based program, which is characterized by very effective time management. Of course, the realization of such a strategy, the need for employment of professionals such as co-coordinators of music in class to participate and cooperate with school administration. At the same time, it is also necessary to remember about the technological, the services that may be teaching music without compromising the quality of training implemented in its entirety.

 

Launch

Although educational research has a fundamental role in the preparation and improving academic difficulties, education policy makers questioned the role of research and position in the compilation of measures and the implementation of these measures. This is done every year for about a thousand tests at different levels of research centers of the Ministry of Education throughout the country (the Research Councils of provinces) and in a plane (for Education and Research Center research centers of the Vice-Minister Ministry of Education). Nevertheless, the question remains: Why is it that has made the difficulties and problems with the education system is not, even with the existence of these searches? Most minds think reduced the response to the request shall be sought research results and their obstacles in the department.

 

The results of the study by Lampert (1985), Wiresma (1991) and Borg and Gall (1996) showed that educational research in education and in particular teachers, among the most effective in applying results of research in teaching-learning process and is in the classroom. The effective elements of the application of educational research will be highlighted by various experts: Willinsky (2001) points out, with a plan to the applied research division of the education system. The new (2002) focused on culture-building and the establishment of a Science and Research Information System. Laatter (2004) considers three things with this reference: the expansion of scientific research and education, creating a positive attitude, to use scientific knowledge in education, and finally stabilization system information for research and educational contacts between researchers, universities and education system. Last but not least, Nicebet (2005), the ingredients needed to be seen in the first two areas of expansion and training of teachers in research methodology and research management, expansion, financial support and 2 of State for Education Research. Also Raid (2005) has 16 elements in the application of educational research, the most important are the following: education system has rejected cooperation with universities and research courses, research for teachers , including lessons in learning programs of research methodology and the provision of access conditions for membership education research and publications.

 

A collection of articles and research have also studied the solutions and barriers to the use of educational research in the country. Here, we show the most important:

One of the most effective solutions in the use of research results for decision support tools and educational planning, research management and structural change of the research system of the Ministry of Education. It is the belief in the work of researchers visit the following: Mehrm-Mohammadi (1991 1998), Mansouri (1991, 1994), Saadat (1998), Bakhshi (2003), Rumyana (2003), Mohammadi (2004), and Alagh -Mandan (2002).

The results of these studies and studies of Bazargan (1993, 2001), Nami (1998), Saadat (1998), Morning (1990), and Hassan-Zadeh (2003) showed that the creation and expansion of the system ‘Research Information Ministry of Education and the provinces are effective elements in the application of research in the educational system.

The research results of Saadat (1998), Namias (1998), Shariat-Zadeh (2001), Reshad-Manesh (2001), Rumyana (2003), Bakhsh (2003) and Mohammadi (in 2003) has shown that expansion of research culture, research and reality-centered, and the research report

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Product DescriptionCurrent and future teachers will find great value in this publication as they work to base their early childhood education practice on scientifically based research, a requirement of the federal No Child Left Behind Act. It introduces the reader to early childhood research resources, explores general guidelines for evaluating and interpreting research reports, and challenges readers to apply the findings to educational practice. The reader also will benefit from summarized research findings related to such critical topics as grade retention, half-day versus full-day kindergarten, academic redshirting, class size, discipline, and readiness. The conversational format with questions interspersed throughout helps m. . . More >>

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