{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/34262"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/34262","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators","abstract":"Made available in DSpace on 2012-09-18T21:08:26Z (GMT). No. of bitstreams: 3 Mayne_Hope.pdf: 1002177 bytes, checksum: 3f7e0bab174d204c1d5db573fa8c5273 (MD5) Hope Mayne Dissertation Final Submission 2012 (Grad Office).doc: 668672 bytes, checksum: 1076014049c4d2eda4b40dc2f9753dd3 (MD5) license.txt: 4058 bytes, checksum: c1d2857fb1fafec01a37eb6fdb8ed4cf (MD5)","abstract_html":"Made available in DSpace on 2012-09-18T21:08:26Z (GMT). No. of bitstreams: 3 Mayne_Hope.pdf: 1002177 bytes, checksum: 3f7e0bab174d204c1d5db573fa8c5273 (MD5) Hope Mayne Dissertation Final Submission 2012 (Grad Office).doc: 668672 bytes, checksum: 1076014049c4d2eda4b40dc2f9753dd3 (MD5) license.txt: 4058 bytes, checksum: c1d2857fb1fafec01a37eb6fdb8ed4cf (MD5)","abstract_has_math":false,"creators":["Mayne, Hope"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Noffke, Susan E.","Parsons, Marilyn A.","Darder, Antonia","Higgins, Christopher R."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-09-18T21:08:26Z","date_published":"2012-09-18T21:08:26Z","updated_at":"2026-07-22T22:25:31Z","subjects":["Teacher Education","Postcolonial","Jamaica","Colonial","Critical Pedagogy","Preservice teachers","Teacher Educators","phenomenology","critical thinking","postcolonial agency"],"languages":["en"],"rights":["Copyright Hope Mayne 2012"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/34262","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Noffke, Susan E.","Parsons, Marilyn A.","Darder, Antonia","Higgins, Christopher R."]},{"key":"dc:creator","label":"Author","values":["Mayne, Hope"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-09-18T21:08:26Z","2012-08"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teacher Education","Postcolonial","Jamaica","Colonial","Critical Pedagogy","Preservice teachers","Teacher Educators","phenomenology","critical thinking","postcolonial agency"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright Hope Mayne 2012"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/34262"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Made available in DSpace on 2012-09-18T21:08:26Z (GMT). No. of bitstreams: 3 Mayne_Hope.pdf: 1002177 bytes, checksum: 3f7e0bab174d204c1d5db573fa8c5273 (MD5) Hope Mayne Dissertation Final Submission 2012 (Grad Office).doc: 668672 bytes, checksum: 1076014049c4d2eda4b40dc2f9753dd3 (MD5) license.txt: 4058 bytes, checksum: c1d2857fb1fafec01a37eb6fdb8ed4cf (MD5)","Abstract The study explored teaching and teacher education in the postcolonial context, Jamaica, based on arguments that Jamaica's education system and teacher training is constructed on its colonial past and the heavy reliance on knowledge from the West. It provided a rich description of the shared teaching experiences of teacher educators in Jamaica, answering the central research questions: (a) How do teacher educators see themselves in their practice? (b) What do teacher educators understand to be the impact of colonization on education and their teaching (teacher education), and how do they evaluate this? (c) How do teacher educators describe their education, and how does this impact their teacher education practice? (d) How do they describe their practice? (e) What does this practice look like? The study was framed on a qualitative research design and used theories of phenomenology to uncover lived experiences of teacher educators. Data collection methods were in-depth interviews, observations, and focus groups. Fourteen participants were included in the study from three teacher education sites in Jamaica. A postcolonial theoretical perspective was used to interpret the findings, but also drew on critical pedagogy and critical thinking to explain the emerging phenomenon. Data were coded and analyzed using the cross-case analysis thematic design. Based on the theoretical perspectives, I reported these findings: Teacher educators see the impact of colonialism as having an inherent value in the construction of knowledge; it is historically and socially embedded, reproduced, and a fostered dependency. Their educational background has impacted who they are as teacher educators in that it gave them the foundation needed to frame their own perceptions about teaching and learning. They find benefit in adopting new approaches, in particular, student-centered classrooms, but this is not without challenges. Teacher educators’ teaching philosophy is reflective of these characteristics: developing teacher characteristics in a loving and structured way, fostering constructive classrooms, sharing experiences, and preparing students for life. Their classroom practice is innovative, facilitative, structured, and consultative. Some challenges they encounter in their practice are a disconnect with theory and practice, limited exposure of the real experience in microteaching sessions, challenges with using learner-centered approaches, and poor language skills in the classroom.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-06-27T20:01:25Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Hope Mayne Dissertation Final Submission 2012 (Grad Office).doc: 668672 bytes, checksum: 1076014049c4d2eda4b40dc2f9753dd3 (MD5) Mayne_Hope.pdf: 1002284 bytes, checksum: fcf99216b8ec1172db84507c6a47e1a2 (MD5)"]},{"key":"dc:title","label":"Title","values":["From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators"]}]}],"canonical_facts":{"dc:contributor":["Noffke, Susan E.","Parsons, Marilyn A.","Darder, Antonia","Higgins, Christopher R."],"dc:creator":["Mayne, Hope"],"dc:date":["2012-09-18T21:08:26Z","2012-08"],"dc:description":["Made available in DSpace on 2012-09-18T21:08:26Z (GMT). No. of bitstreams: 3 Mayne_Hope.pdf: 1002177 bytes, checksum: 3f7e0bab174d204c1d5db573fa8c5273 (MD5) Hope Mayne Dissertation Final Submission 2012 (Grad Office).doc: 668672 bytes, checksum: 1076014049c4d2eda4b40dc2f9753dd3 (MD5) license.txt: 4058 bytes, checksum: c1d2857fb1fafec01a37eb6fdb8ed4cf (MD5)","Abstract The study explored teaching and teacher education in the postcolonial context, Jamaica, based on arguments that Jamaica's education system and teacher training is constructed on its colonial past and the heavy reliance on knowledge from the West. It provided a rich description of the shared teaching experiences of teacher educators in Jamaica, answering the central research questions: (a) How do teacher educators see themselves in their practice? (b) What do teacher educators understand to be the impact of colonization on education and their teaching (teacher education), and how do they evaluate this? (c) How do teacher educators describe their education, and how does this impact their teacher education practice? (d) How do they describe their practice? (e) What does this practice look like? The study was framed on a qualitative research design and used theories of phenomenology to uncover lived experiences of teacher educators. Data collection methods were in-depth interviews, observations, and focus groups. Fourteen participants were included in the study from three teacher education sites in Jamaica. A postcolonial theoretical perspective was used to interpret the findings, but also drew on critical pedagogy and critical thinking to explain the emerging phenomenon. Data were coded and analyzed using the cross-case analysis thematic design. Based on the theoretical perspectives, I reported these findings: Teacher educators see the impact of colonialism as having an inherent value in the construction of knowledge; it is historically and socially embedded, reproduced, and a fostered dependency. Their educational background has impacted who they are as teacher educators in that it gave them the foundation needed to frame their own perceptions about teaching and learning. They find benefit in adopting new approaches, in particular, student-centered classrooms, but this is not without challenges. Teacher educators’ teaching philosophy is reflective of these characteristics: developing teacher characteristics in a loving and structured way, fostering constructive classrooms, sharing experiences, and preparing students for life. Their classroom practice is innovative, facilitative, structured, and consultative. Some challenges they encounter in their practice are a disconnect with theory and practice, limited exposure of the real experience in microteaching sessions, challenges with using learner-centered approaches, and poor language skills in the classroom.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-06-27T20:01:25Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Hope Mayne Dissertation Final Submission 2012 (Grad Office).doc: 668672 bytes, checksum: 1076014049c4d2eda4b40dc2f9753dd3 (MD5) Mayne_Hope.pdf: 1002284 bytes, checksum: fcf99216b8ec1172db84507c6a47e1a2 (MD5)"],"dc:identifier":["http://hdl.handle.net/2142/34262"],"dc:language":["en"],"dc:rights":["Copyright Hope Mayne 2012"],"dc:subject":["Teacher Education","Postcolonial","Jamaica","Colonial","Critical Pedagogy","Preservice teachers","Teacher Educators","phenomenology","critical thinking","postcolonial agency"],"dc:title":["From roots to blossoms: a description of the shared teaching experiences of Jamaican teacher educators"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:31Z"}