A critical review of 50 years of initial teacher education in Jamaica: challenges and solutions for improving its effectiveness

Abstract

ABSTRACT This review of initial teacher education (ITE) in Jamaica highlights the policies, pivotal events, educational initiatives and reforms that have shaped the landscape of teacher education in Jamaica over the last 50 years. It offers a critical reflection on the provision of ITE and the findings of a recent report on education in Jamaica, which suggests that its ITE is weak and ineffective. The review highlights what has taken place over the last 50 years and shows how more emphasis has been placed on concerns over the supply of teachers than on the provision of the type of ITE that produces quality teachers. Drawing on recognised principles for best practice in ITE and a critical theoretical perspective around the importance of teacher and learner agency, the paper suggests more attention must be given to building a globally informed, but also locally crafted knowledge base for teacher preparation in Jamaica. This involves preparing teacher educators who are educated, critically conscious and certified to assume responsibility for developing high-quality ITE in Jamaica.