The Epistemological Dilemma: Student Teachers Shared Experiences of Jamaica’s National Standards Curriculum (NSC)

Hope Mayne,Raymond A. Dixon

doi:10.5430/jct.v9n4p29

Hope Mayne, Raymond A. Dixon

Open Access

https://doi.org/10.5430/jct.v9n4p29

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Abstract

In this paper, we examined the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC), as seen through student teachers' experience. A basic qualitative research design was used with a purposive sample of ten student teachers, eight females and two males. They were all in the final semester of their four-year teacher education program for a Bachelor of Education in Technical Vocational Education and Training (TVET). Findings indicated student teachers perceived the 5 E-Design process in the new National Standards Curriculum allows knowledge to be constructed through facilitation, conducting research in class, problem-solving, exploration, questioning, real-life experiences, and using active learning strategies. They also reported that resources were lacking in classrooms, some cooperating teachers were resistant to the 5E Methodology, readiness of students were lacking but over time students adopted to strategies used in the 5E approach and began to participate actively in class.

Highlights

Jamaica, an island in the Caribbean, is categorize as a developing nation
In light of how the country has evolved from colonialism, the ideology of power and oppression is the primary factor driving an education system fashioned after the British model
We examine the epistemological dilemma embedded in Jamaica’s new National Standards Curriculum (NSC)

Summary

Introduction

An island in the Caribbean, is categorize as a developing nation. gaining independence from British colonialism in 1962, the country still struggles with the impact of its colonial past. In light of how the country has evolved from colonialism, the ideology of power and oppression is the primary factor driving an education system fashioned after the British model. This concept is illuminated in the epistemological construct of what it means to know, and historically, it frames the philosophical tenets of curriculum design in postcolonial Jamaica. The paradigm shift is evident in the country’s new National Standards Curriculum which started to be implemented in 2016 It aims to transform teaching and learning from the traditional subject-centered curriculum designs to project-based/problem-based model which integrates Science, Technology, Engineering, and Mathematics (STEM) in the teaching and learning process. The shift, presents an epistemological dilemma, as teachers and students work in unfamiliar pedagogical territory to justify what it means to know

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