Dissertation/Thesis Abstract

No teacher left behind: Transition management in teacher education: A case study
by DePeza, Hazel Ann Gibbs, Ed.D., University of Phoenix, 2010, 197; 3455554
Abstract (Summary)

This qualitative case study examined the management of the transition and implementation of the process of change from in-service to pre-service teacher education in Trinidad and Tobago in 2006 and explored the perceptions of 21 participants of the transition process. This case study was both exploratory and descriptive. It explored the change management and described the change process implemented for the restructuring of teacher education over the period 2002 to 2008 in the teacher education system of Trinidad and Tobago. The findings revealed that the change was expected and welcome by the target audience, but the manner and method of the change were unexpected and unwelcome. The management of the transition was autocratic and the process of restructuring implemented without educational leadership. Indeed, the system progressed and the teacher was left behind.

Indexing (document details)
Advisor: Thomas, Robert
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 72/07, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, School administration, Teacher education
Keywords: Change implementation, Education policy, Reform, Transition management, Trinidad and Tobago
Publication Number: 3455554
ISBN: 9781124638508
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