Research
Mentoring Uncertified Teachers in Guyana
In 2022, Guyana’s Ministry of Education began a teacher licensing system highlighting the need for continuous development. Teacher quality is a challenge in many developing countries. The research question that guided this study was: how does a customized professional development intensive mentoring program influence the preparation of uncertified teachers in Guyana as it relates to their lack of pedagogical, content knowledge, and classroom management skills? Data were collected and analyzed using the Delphi Technique, a group decision-making method, to reach a consensus that identified what a customized professional development solution for uncertified teachers in two high schools in Guyana entailed, specifically an intensive mentoring intervention. Results from this study showed that a customized professional development intensive mentoring training program could be beneficial for uncertified teachers in Guyana. The findings implied the presence of collaboration, support, and collegially sharing ideas and strategies that address evidence-based teaching practices.
A Post-intentional Phenomenological Study of a Queer Identified Youth in Jamaica
The paper provides an exploration of glimpses into the life of a Jamaican woman who loves women. The research question this paper examines is how societal homonegativity shapes the lived experiences of a young woman who loves women in Jamaica. Post-intentional phenomenology methodology was used to capture salient moments of the woman’s life through written memory, song lyrics, and artifacts. Results suggested that fear, hope, care, and being perceived as diseased are a daily part of a woman who loves women's life. There is a need to tell the stories of women who love in Jamaica to validate their lived experiences and to construct a body of knowledge on this topic. Implications for this study can be used to mobilize education research, community, and support for students with female same-sex caregivers.
