Training Caribbean Literacy Professionals Online: Challenges and Possibilities

Abstract

Introductionquestions prevail regarding the viability of the online training mode, often referred to as virtual teacher training, for preparing effective literacy professionals. Virtual teacher training programmes are those that deliver instruction using distance learning technologies, primarily the Internet along with the dissemination, collaborative, and interactive tools it affords. When the online teacher training programme of the Western Governors' University was first proposed, people scoffed at the idea that teachers could be trained from scratch virtually.1 The programme has since earned accreditation by the National Council for Accreditation of Teacher Education. Even with accreditation, some still view virtual training as subpar;2 many stakeholders still believe that teacher training delivered online less rigorous than that offered face-to-face.3 Several studies indicate, however, that the online mode can be successfully employed for teacher training purposes.4Can online programmes truly equip literacy coaches with the expert knowledge and skill sets necessary for effective functioning in school and clinical settings? The International Reading Association notes a recent shift in the role of reading specialists away from direct teaching and toward leadership and professional development.5 Reading specialists are increasingly being expected to act as literacy leaders and must, during training, gain access to the shared knowledge of the field as well as to practical experiences that will allow them to execute and guide others in executing literacy best practices. Coaches must be capable of working alongside teachers to ensure that there is quality 'first teaching' as well as improvement in practice where necessary. They must be excellent reading and writing instructors and ardent believers in the practices they promote.6 Specialists must be able to model best practices as well as foster improvement in the practice of others. In short, they must be instructional leaders.Can online course delivery ensure that teachers are exposed to the type of training that will prepare them to be effective instructional leaders? Given the potential of online training for increasing the pool of literacy practitioners, what can governments and higher education institutions do to ensure that coaches access high-quality, locally relevant training that would allow them to be effective? These are some of the concerns that feed into the main research questions to be addressed in this article.The online training of literacy coaches in the University of the West Indies Open CampusOne assumption behind online training of literacy coaches in the University of the West Indies (UWI) Open Campus is that teachers, because they are already situated in teaching contexts, will apply practices learned through the virtual environment to their own instructional contexts. Coaches in training are strategically positioned to test the viability of instructional practices, and astutely designed coursework ensures such proofing takes place. For instance, students are required to design and deliver instruction featuring literacy best practices within the online space (through Blackboard Collaborate) as well as within their own classrooms. They later engage in written and online reflective discussion surrounding these trial lessons. One wonders, however, whether coursework alone is sufficient to ensure that teachers undertake the requisite testing of strategies learned, and with appropriate levels of enthusiasm and commitment. Western Governor's University undertook quite a rigorous process in order to ensure that its graduates are appropriately mentored by experts in their respective fields; that student-teachers are afforded practical experiences in real classrooms; that their teacher-training programmes feature essential components and offerings; that programmes are competency-driven and assessment-based; that, ultimately, the university provides a solid foun- dation upon which teachers can operate as successful professionals. …