TRAINED AND UNTRAINED SECONDARY-SCHOOL TEACHERS IN BARBADOS - IS THERE A DIFFERENCE IN CLASSROOM PERFORMANCE

Sixty-nine trained and untrained secondary school teachers in Barbados were observed during classroom teaching. Data derived from these obse rvations were subjected to the ANOVA procedure which indicated that th ere were no significant differences in the total performance scores of trained and untrained teachers irrespective of the subject taught (En glish or Science). Further investigation into their performance on spe cific indicators of effective and ineffective teaching revealed small differences between the two groups in their treatment of instructional organization and development, and presentation of subject-matter. The results have implications for teacher education, as well as for schoo l supervision.