Teaching: The past, present and future
For decades, academics, researchers, practitioners and individuals from disciplines outside of education have been at a constant loggerheads to determine and qualify teaching as a profession, and whether it’s an art or a science. My intention is not to validate or refute the aforementioned arguments, but rather to explore some of the complexities which compound the teaching and learning process and implications thereof.
One of the evolutions in the field is that there is a worldwide thrust for education practitioners to take on a more student-centred approach to learning. In fact, UNICEF has encouraged practitioners to be guided by learning and teaching, rather than teaching and learning. In its simplest form, the learning process should guide teaching. However, it is imperative that as a modern society we understand and appreciate some of the historical backgrounds to teaching and the implications which have skewed the perception of teachers, their practice, as well as their roles and responsibilities to nation-building and the preparation of global citizens.
Historical overview
The historical backgrounds in teaching certainly pre-date my accumulated years on this Earth; however, in addition to my professional training and experiences in the field, I possess an insatiable appetite for reading and discovery to improve and elevate my practice and craft. Admittedly, I am of the view that change is inevitable, and so teachers must adopt and adapt to an ever-evolving world.
Teaching in Jamaica has transcended eras and generations and has, in my opinion, withstood the test of time. I am particularly concerned, though, that there are those among us in the Jamaican society who ridicule, tarnish, and underestimate the value and importance of teachers in the grand scheme of things.
In fact, while at the barbershop over the weekend, I was most annoyed by a customer who sought to proffer how Jamaican teachers have allowed the deterioration of the society, fuelled crime and violence, underprepared students, and have demonstrated extreme degrees of inefficiency. The gentleman, based on his appearance and who has accrued twice the number of years I have seen thus far since my birth, attempted to discredit teachers with a blatant accusation of how uneducated we are. In his arguments, he sought to discredit everything a teacher does, and he has yet to acknowledge, among other things, the pivotal role of parental involvement and the personal agency of the student/child in the learning and teaching process.
In 2003, Hordatt Gentles explored in one of her studies the colonial era of teacher education which was during the years 1838 and 1962. According to her, teacher education embraced an authoritarian ideology towards teacher-training. Additionally, she indicated that teachers were trained to believe that those of the black ethnic group were inferior and should adhere to a low social status in society. The research literature from this era also indicate that the Government’s aim was to “socialise black children to be obedient, submissive, willing, and hard-working colonial citizens”. Studies in this area will also posit that student teachers at the Mico Teachers’ College (university college) had to clean the grounds and tend to vegetable gardens while at Shortwood Teachers’ College pre-service teachers, in addition to the teacher training, were trained to be an average “domestic girl”. Certainly there are many pros that could be extrapolated from these tasks assigned to pre-service teachers but we also need to acknowledge the then ulterior motives of those in control. The intention was to ensure that pre-service Jamaican teachers understood that, though they were being educated, they should be cognisant of the fact that their social status remained inferior. On the other hand, a benefit that was derived from this was that teachers then were held in high regard and esteem. In a study conducted by Hall and Bryan in 1997, it was advanced that prospective teachers were from small districts who participated in “a greater mission to raise the people up from ignorance, and help in the development of society”.
Teacher quality and teaching quality
As time passes, the Jamaican society has apparently lost respect for the teaching profession. Arguably, one of the main issues that some individuals seem to highlight is that of matriculation requirements for teacher training. Currently, to enter teacher training one only needs to attain a minimum of five subjects at the Caribbean Secondary Examination Certificate (CSEC) level. This compounds the issue when the conclusion is drawn that those who enter teacher training are not ‘bright’, nor had the academic background to enter other fields, such as law and medicine.
I agree that at some point in time, as a country, we may need to revisit the matriculation criteria; however, I am wholeheartedly convinced that the training provided today at teachers’ college is transformational and has endeavoured to produce quality teachers who are lifelong learners. It would be remiss of me to think that there aren’t some bad apples in the profession, but he who is without sin cast the first stone.
Teacher quality and teaching quality are significant components to teaching. While teacher quality explores the academic background, licensure, adherence to standards, expertise in subject matter and professionalism, teaching quality deals with the teacher’s personality, beliefs, and values as well as training received. The literature, in this regard, is certainly vast, but the conclusion can be made that teacher quality certainly impacts teaching quality and vice versa.
As a society, we have, to some extent, devalued the teaching profession and have relegated teachers to almost naught. Consequently, for us as practitioners, and for those who plan to enter the field, it is our duty and obligation to ensure that our dispositions, competencies, values, practices, mannerisms, academic pursuits and achievements represent the highest of standards. Despite the complexities of teaching, of which I am fully aware, we need to indicate to society that can ‘hold our own’ and we are critical to national-building.
In concluding, let me reiterate that teaching carries with it myriad complexities unknown and unappreciated to the average man who, without training and experience, believes he has the authority to conclude the effectiveness of a teacher. Additionally, as some individuals seek to devalue teaching, it is important that we understand the historical premise on which teacher training was established in Jamaica and the implications for learning and teaching today. I have no doubt that teacher quality and teaching quality determine the level and quality of student outcomes, but let us be reminded that, as a nation, we must work collaboratively if we are to achieve Vision 2030 and Sustainable Development Goal #4.
Keriffe Clark is the president of the Association of Graduate Researchers in Education at The University of the West Indies, Mona, and programmes officer at the National College for Educational Leadership. Send comments to the Observer or kerclrk@gmail.com.