Academic literature on the topic 'Church Teachers' College (Jamaica)'

This paper employs a quasi-experimental approach to explore the impact of Information Literacy Instruction (ILI) on year one teachers in training at the Sam Sharpe Teachers’ College in Western Jamaica. It examines how ILI aids in the development of information literate (IL) student teachers. The research is guided by the Big6 Skills developed by Mike Eisenberg and Bob Berkowitz. The pre-test results show a general deficiency in IL skills, while the results of the post-test suggest that after a period of ILI, the IL competencies of the student teachers improved—especially in terms of their research skills and information seeking and evaluation abilities. This emphasizes the importance of ILI in the academic environment. A notable recommendation is that ILI for tertiary level students be taught by ILI trained and competent instructors. This research will add to the growing body of literature addressing the relevance of ILI in teacher training institutions, especially in the Caribbean region.

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.

Generation Z has a low spiritual index of 3.50 compared to the national index of 3.79. It emphasizes the church doing faith deepening and mentoring because they feel alien to spirituality and begin leaving the church. The cause of the low index lies in private practice, namely personal and private loyalty. The index of devotional time and Bible meditation is only 3.0, and compassion-based discipleship evangelism for the lost is very low at 2.63. The question is, how is the church's mission in developing personal practice and evangelism - generation Z discipline? What strategies can take? Objectives [1] Describe the church mission developing personal's practice and evangelism - generation Z discipleship. [2] Describe strategies and methods of outreach to the digital generation. The research method is descriptive qualitative. Contribution of this research to [1] pastors of church missions in outreach to generation Z. [2] Christian teachers in school discipleship [3] For College of Theology as a reference in mission and outreach to the younger generation.

The St. Vincent Teachers’ Training College (SVTC) was founded in 1964 with assistance from The University of the West Indies, Mona, Jamaica. Unarguably, teacher education in the St. Vincent and the Grenadines (SVG) has evolved slightly from its colonial beginnings. It now includes secondary, technical vocational teacher education, and early childhood education. While still operating within a postcolonial context, the philosophical underpinning of teacher education in SVG is a mirror of its colonial origins. Therefore, I believe that primary teacher education in SVG is yet to cut its colonial “nable string” which is the English creole phrase for the umbilical cord. Set against the backdrop of postcolonial perspectives this paper contends that there is a need to reconceptualise the length of initial primary teacher education to meet the demands of 21st century primary education in SVG.

-A. James Arnold, Michael Gilkes, The literate imagination: essays on the novels of Wilson Harris. London: Macmillan, 1989. xvi + 180 pp.-Jean Besson, John O. Stewart, Drinkers, drummers, and decent folk: ethnographic narratives of village Trinidad. Albany, New York: State University of New York Press, 1989. xviii + 230 pp.-Hymie Rubinstein, Neil Price, Behind the planter's back. London: MacMillan, 1988. xiv + 274 pp.-Robert Dirks, Joseph M. Murphy, Santería: an African religion in America. Boston: Beacon Press, 1988. xi + 189 pp.-A.J.R. Russell-Wood, Joseph C. Miller, Way of Death: merchant capitalism and the Angolan slave trade, 1720-1830. Madison, Wisconsin: The University of Wisconsin Press, 1988. xxx + 770 pp.-Anne Pérotin-Dumon, Lawrence C. Jennings, French reaction to British slave Emancipation. Baton Rouge: Louisiana State University Press, 1988. ix + 228 pp.-Mary Butler, Hilary McD. Beckles, White servitude and black slavery in Barbados, 1627-1715. Knoxville: University of Tennesse Press, 1989. xv + 218 pp.-Franklin W, Knight, Douglas Hall, In miserable slavery: Thomas Thistlewod in Jamaica, 1750-1786. London: MacMillan, 1989. xxi + 322 pp.-Ruby Hope King, Harry Goulbourne, Teachers, education and politics in Jamaica 1892-1972. London: Macmillan, 1988. x + 198 pp.-Mary Turner, Francis J. Osbourne S.J., History of the Catholic Church in Jamaica. Chicago: Loyola University Press, 1988. xi + 532 pp.-Christina A. Siracusa, Robert J. Alexander, Biographical dictionary of Latin American and Caribbean political leaders. New York, Westport, London: Greenwood Press, 1988. x + 509 pp.-Sue N. Greene, Brenda F. Berrian ,Bibliography of women writers from the Caribbean (1831-1986). Washington D.C.: Three Continents Press, 1989. 360 pp., Aart Broek (eds)-Romain Paquette, Singaravélou, Pauvreté et développement dans les pays tropicaux, hommage a Guy Lasserre. Bordeaux: Centre d'Etudes de Géographie Tropicale-C.N.R.S./CRET-Institut de Gépgraphie, Université de Bordeaux III, 1989. 585 PP.-Robin Cohen, Simon Jones, Black culture, white youth: the reggae traditions from JA to UK. London: Macmillan, 1988. xxviii + 251 pp.-Bian D. Jacobs, Malcom Cross ,Lost Illusions: Caribbean minorities in Britain and the Netherlands. London: Routledge, 1988. 316 pp., Han Entzinger (eds)

The foundation of the Theological College in Belgrade is viewed in the context of complex political circumstances which followed the restoration of the Serbian state and the efforts of the Serbian church to gain autonomy and the right to elect bishops independently from the Universal Patriarchate. Once having achieved these goals, and with a conviction that the achieved must be defended and maintained by knowledge and education, the state authorities founded a seminary for education of priests and teachers capable to carry out national and spiritual reformation. The accord between the state and the Church regarding the strategic aims enabled the very first vocational school in Serbia to develop continuously its curricula and hire better and better teaching staff each year. However, due to the change of circumstances, the state passed the laws by which it enforced its dominance and showed a clear intent to subordinate theological education to its control. Yet, by its continuous activity during two crucial centuries, the Seminary became a part of collective consciousness, and its cadres contributed actively to the creation of original cultural and value patterns and preservation of national identity of the Serbian nation. The brilliant history of this school and its precious experience can be of great encouragement not only to the researchers of our pedagogical inheritance but also to all those who are engaged in reforming and adjusting education in Serbia to the European standards. .

This study uses a descriptive-evaluative approach in determining students’ perspectives in one of their courses, Bible and Church (BIBCHUR). The goal is to evaluate competencies/learning outcomes developed by the Commission on Higher Education (CHED) of the Philippines for the Revised General Education Curriculum (RGEC) vis-à-vis the new GE Institutional Requirement course Bible and the Church offered at De La Salle-College of Saint Benilde. Results of the qualitative study show that the five Intellectual General Education (GE) Competencies identified by CHED were realized in BIBCHUR only to a moderate extent. There is a need to enhance the language, information processing, and reasoning skills by giving students more reflective activities to highlight outcomes than knowledge. In conclusion, to make the course more relevant to the students, re-training of teachers in the implementation of OBE, learning management system (BigSky), and Inclusion, especially in the areas of delivery, assessment, and grading should be reconsidered.

Religious extremism and fanatism are major contributions to violent activities and crisis in Nigeria. Borno State is one of most affected States due to the activities of Boko Haram insurgency. This paper is put together as a result of a three (3) days peace seminar conducted at the College of Education Waka – Biu Borno State on 29th to 31st January, 2020. College of Education Waka-Biu is one of eight (8) tertiary institutions in Borno State. It is located Biu, Southern senatorial District of Borno State. Biu is about one hundred and seventy two (172) kilometers from Maiduguri the Borno State capital. The major road that links Biu to Maiduguri is closed due to the activities of Boko Haram because the road passes through the “Sambisa” forest. The College of Education Waka-Biu was established in 1986. The college is a transformation of the then “Teachers College Waka-Biu” which was established by the Church of the Brethren Mission in 1957. The College of Education has a student population of about twelve thousand (12,000) with half Christians and half Muslims. The College has been peaceful without any record of religious intolerance. The tribes of the students and staff members are dominant Pabir, Bura, Margi, Kibaku, Gwoza, Kanakuru, Tera, Fulani, Hona, Kilba, Yungur, Michika, Lounguda Ga’anda etc.

The African Orthodox church, an expression of religious autonomy among black Americans, had its genesis in the work and thought of George Alexander McGuire, a native of Antigua, whose religious journey and changing ecclesiastical affiliation paralleled his deepening interest in and commitment to the cause of Afro-American nationalism and racial consciousness. Born in 1866 to an Anglican father and a Moravian mother, George Alexander McGuire was educated at Mico College for Teachers in Antigua and the Nisky Theological Seminary, a Moravian institution in St. Thomas, Virgin Islands (then the Danish West Indies). In 1893 McGuire, having served a pastorate at a Moravian church in the Virgin Islands, migrated to the United States, where he became an Episcopalian. In 1897 he was ordained a priest in that church and, in the succeeding decade, served several parishes, including St. Thomas Church in Philadelphia, which was founded by Absalom Jones. His abilities and skills were recognized, and in 1905 he became the archdeacon for Colored Work in the Episcopal Diocese of Arkansas. Here he became involved with various plans—none of which bore fruit—which would have provided for the introduction of black bishops in the Episcopal church to assist in that church's work of evangelization among black Americans. It is believed, however, that McGuire was influenced by the different schemes which were advanced, and that he “almost certainly carried away from Arkansas the notion of a separate, autonomous black church, and one that was episcopal in character and structure, as one option for black religious self-determination and one avenue for achieving black independence.”