This study employed a qualitative case analysis of the practicum experiences of five student teachers enrolled in a one-year Certificate in Early Childhood Care and Development Programme at a tertiary institution in Trinidad and Tobago. The research was guided by a multi-theoretical framework that synthesized principles from experiential learning theory and social learning theory. The primary objective was to investigate the congruence between the theoretical knowledge and best practices taught within the academic programme and the student teachers’ practical implementation within government Early Childhood Care and Education (ECCE) centres. Data were systematically collected across three distinct two-week practicum periods via semi-structured interviews, a focus group interview, and student journals. Thematic analysis, following a six-step procedure from the literature, was utilized. The central finding indicated a discrepancy between theoretical instruction and practical application. Student teachers frequently reported a "state of confusion" resulting from the lack of alignment between their pedagogical training and the observed practices. The student teachers reported mixed views regarding the mismatch between theory and practice. Further analysis revealed that variations in student perceptions were closely associated with the school culture, school climate, leadership styles, and the philosophical orientation of educators within their respective practicum sites. These findings have considerable implications for several stakeholders, highlighting the need to bridge the persistent gap between educational theory and practice.

Authors:
Natalie Suepaul, The University of the West Indies, Trinidad and Tobago

About the Presenter(s)
Dr Natalie Suepaul is a University Assistant Professor/Lecturer at The University of the West Indies, St.Augustine Campus in Trinidad and Tobago

See this presentation on the full schedule – Tuesday Schedule

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