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In a context where standardized testing and achievement scores have become the hallmark of accountability frameworks, the issue of social responsibility is not given much attention in schools in Jamaica. This has led to a continuous decline of the moral and spiritual dimension of schooling in the country. This is evidenced through an increase in school violence and other disparities among students.
Each participant in the study was interviewed using a structured interview schedule comprising six questions. Data collected were transcribed and analyzed by sorting and identifying codes. Pattern codes were established which were then interpreted to form themes. Three themes emerged which are used to present findings. Findings revealed that teachers had a shared understanding of social responsibility; they felt that they were prepared for this role through ad hoc curriculum encounters, were not adequately prepared for their role and social responsibility required a belief in the idea first before it can be taught.
The findings from the research are used to present arguments in the paper for emphasis on preparing student teachers to be agents of social responsibility and for a rethinking of teacher preparation curriculum in Jamaica.
Rethinking Teacher Education: Collaborative Responses to Uncertainty
The paper also presents strategies that can be used to guide the re-thinking of teacher preparation programmes. Teacher preparation programmes represent the avenue through which teachers can be prepared to develop their social consciousness, so that they can in turn help students.
The results of this paper are means of helping teacher educators understand this. This paper is one of the first since the early s to discuss social responsibility as a key component of teacher preparation in Jamaica.
It also fills the void of scarcity of research in Jamaica on teacher education on a whole and social responsibility in teacher education in particular.