
A few weeks ago, I made a pronouncement on the recent Primary Exit Profile (PEP) and Caribbean Secondary Education Certificate (CSEC) results that highlighted significant deficit in learning and mastery at these two levels particularly in Science, Technology, Engineering and Mathematics (STEM)-based subjects. One of the recommendations is to have teachers’ colleges revisit how their teachers are trained for effective sources of knowledge and authority in the classroom. My pronouncement evoked the debate between university-trained and college-trained teachers which has long been a central topic of discussions about the quality of education. Both groups bring distinct strengths to the classroom, but their differences in training and approach significantly influence how they teach, their effectiveness, and their desirability in the modern day classroom.

Many schools, particularly traditional schools, over the years, seek to recruit university trained teachers or untrained university graduates over college-trained teachers due to their mastery of the subject matter. University-trained teachers are often lauded for their deep content knowledge, while college-trained teachers are recognized for their strong pedagogical skills. This raises questions such as how does the advanced theoretical foundations provided by universities equip teachers with a deeper authority in pedagogy, and is this more valuable than the practical focus emphasized in college training programmes? And finally, do university-trained teachers possess a greater command over subject matter expertise and education research, compared to their college-trained counterparts? This article explores the comparative advantages of each and argues that university-trained teachers, with their mastery of subject matter and adaptability in pedagogy, are generally more effective in the classroom.
Many schools, particularly traditional schools, over the years, seek to recruit university trained teachers or untrained university graduates over college-trained teachers due to their mastery of the subject matter. University-trained teachers are often lauded for their deep content knowledge, while college-trained teachers are recognized for their strong pedagogical skills.

As a teacher supervisor and teacher development coach who has been actively involved in programme development and review for teacher training, I have recognized that University-trained teachers typically undergo specialized training in their academic fields, which gives them a strong command of their subject matter. They often hold degrees in specific disciplines such as history, mathematics, engineering, chemistry or biology, and their preparation focuses on a deep understanding of these subjects. At The University of the West Indies, Mona, for example, teachers are provided with content knowledge through the specific field and the pedagogical component is done by the educational experts. My experience with University-trained teachers is that they demonstrate a deep mastery of their subjects, which allows them to go beyond the surface level of the curriculum. They can provide students with a more comprehensive understanding of the material and challenge them to think critically. Darling- Hammond (2000) in an article titled Teacher quality and student achievement: A review of state policy evidence posited that there is a correlation between teacher qualification- including the level of training and student’s achievements; positing that university trained teachers often demonstrate higher competence in content knowledge, classroom management and even pedagogical strategies. Darling-Hammond further cited Byrne (1983) in postulation that teacher content knowledge provides the basis for his or her effectiveness and it is the most relevant knowledge concerning a topic to be taught.
My experience with University-trained teachers is that they demonstrate a deep mastery of their subjects, which allows them to go beyond the surface level of the curriculum. They can provide students with a more comprehensive understanding of the material and challenge them to think critically.

In subjects like physics, chemistry, or advanced mathematics, the depth of content knowledge possessed by university-trained teachers is essential for delivering high-quality instruction. They are better equipped to teach complex concepts and push students toward higher-order thinking skills. Students are more likely to view university-trained teachers as authoritative figures in their subjects, fostering a classroom environment built on academic respect. This authority can lead to better student engagement and higher performance.
In subjects like physics, chemistry, or advanced mathematics, the depth of content knowledge possessed by university-trained teachers is essential for delivering high-quality instruction. They are better equipped to teach complex concepts and push students toward higher-order thinking skills. Students are more likely to view university-trained teachers as authoritative figures in their subjects, fostering a classroom environment built on academic respect. This authority can lead to better student engagement and higher performance.

Byrne (1983) as cited by Darling- Hammond, summarized the results of thirty studies relating teacher subject matter/knowledge to student achievements. The teacher knowledge measures were either a subject knowledge test (researcher constructed) or the number of courses taken in the subject area. Hanuskek and Rivkin (2006) in a book titled, Teacher Quality- Handbook of the Economics of Education, provides a comprehensive analysis of the factors affecting teacher quality. They conclude that teachers with higher levels of formal education, particularly those trained at universities, are generally more effective in the classroom. Similarly, Harris and Sass (2011) compared teachers with various educational backgrounds, which revealed findings that teachers who undergo more extensive training, often through university programmes, tend to produce better student achievement results than those from alternative routes. And finally, Boyd, Gossman, Lankford, Loeb and Wyckoff (2009) in an article titled, Teacher Preparation and Student Achievement-Educational Evaluation and Policy Analysis, explored the effectiveness of teacher preparation programmes, showing that university-based programmes, which often include extended practice teaching and coursework are associated with better classroom outcomes. However, in my observation, one potential critique is that university-trained teachers lack initial pedagogical training. Nonetheless, their strong academic foundation enables them to experiment with different teaching methods and refine their approaches through experience and professional development.
On the other hand, college-trained teachers typically complete programmes at teacher-training colleges that place a stronger emphasis on pedagogy, classroom management, and educational theory. This training makes them adept at managing classrooms and employing a variety of teaching methods. However, they may lack the depth of subject-matter knowledge that university-trained teachers possess.
In my observation over the past decade, college-trained teachers are highly skilled in instructional strategies and are well-prepared to deliver content in an engaging, student-centered manner. They often demonstrate differentiated instructions, which helps them cater to a range of learning styles and abilities. In addition, because of their pedagogical focus, they tend to be more effective in fostering student participation and engagement. However, college-trained teachers may struggle when teaching more advanced subjects that require a deeper understanding of content. For instance, a college-trained teacher might excel in managing a classroom but may lack the depth of knowledge needed to teach higher-level mathematics or science effectively.
The Balance of Knowledge and Pedagogy: A Critical Comparison
The primary difference between university-trained and college-trained teachers lies in the balance between content knowledge and pedagogy. University-trained teachers have an edge when it comes to subject expertise, but college-trained teachers are often more proficient in the practical aspects of teaching. This difference becomes most apparent when comparing their effectiveness across different educational levels and subject areas.
The primary difference between university-trained and college-trained teachers lies in the balance between content knowledge and pedagogy. University-trained teachers have an edge when it comes to subject expertise, but college-trained teachers are often more proficient in the practical aspects of teaching. This difference becomes most apparent when comparing their effectiveness across different educational levels and subject areas.
University-trained teachers tend to be more effective in secondary and higher education settings, especially in subjects like STEM, where a deep understanding of complex theories and principles is crucial. Their ability to draw on a wealth of subject knowledge makes them better equipped to teach advanced courses and prepare students for examinations or further academic pursuits. I have made several comparisons in appraising educators from both backgrounds and what I have noticed is that a university-trained teacher specializing in physics has the academic background necessary to explain challenging concepts like quantum mechanics or electromagnetism, while a college-trained teacher might struggle to teach beyond the basic curriculum. On the other hand, college-trained teachers excel in primary and lower secondary education, where classroom management and the ability to engage younger students are paramount. These teachers are better equipped to create a nurturing environment and use diverse teaching methods to foster foundational skills like literacy and numeracy.

Why are University-Trained Teachers are heavily sought after?
Educational institutions, particularly at the secondary and tertiary levels, increasingly favour university-trained teachers due to their subject-matter expertise. While both types of teachers have their merits, university-trained teachers are often sought after for positions that require deep content knowledge and the ability to teach advanced subjects.
Schools, especially those with academic programmes that prioritize critical thinking and rigorous coursework, prefer university-trained teachers for their ability to teach higher-level content. Their expertise allows them to offer students more than just the basics and prepares students for competitive examinations or further education. University-trained teachers have demonstrated that they can learn pedagogical techniques quickly once in the classroom. Their ability to develop these skills while maintaining subject mastery makes them versatile and effective educators. And finally, schools that aim for high student performance, particularly in areas like standardized testing and college admissions, rely on university-trained teachers to provide the depth of knowledge required to excel in such contexts.
What are the Policy Implications?
The disparities that surfaced between university-trained teachers and college-trained teachers highlight several policy implications worthy of consideration within the Jamaican context:
- Revision of Teacher Education Standard: The Ministry of Education should revise the teacher qualification standards to prioritize or encourage university-level training over college-level certification.
- Harmonization of Curriculum and Pedagogical Reform: There needs to be greater harmonization between college teacher education programmes and university-level pedagogy and content knowledge to elevate the standard of teaching.
- University before College (UBC Approach): The ministry should consider having all teachers trained at the university level in the content area of their discipline for the first three years; followed by two years of teachers’ college training (one year being internship and the other focused on methodologies). This would provide a balanced and effective teacher product at the end of five years.
- Targeted Professional Development: Ongoing professional development programmes may need to emphasize bridging the gap between university and college training. The policy focus would be on ensuring that college-trained teachers receive additional training to enhance their effectiveness.
- Revision of teacher certification and licensing process to require higher levels of education, or to differentiate between university and college-trained teachers in certification processes. This is a task that the Jamaica Teaching Council will need to evaluate in its teachers’ licensing bill.
- Incentivization of Higher Education for Teachers: Policies could be implemented to provide incentives, such as salary increases or promotion opportunities, for teachers who pursue university degrees or advanced qualifications.
- Establishment of Research and Evaluation Unit: The Ministry of Education/Policymakers may need to establish frameworks for ongoing research and evaluation of teacher performance based on their training background, which could inform future education reforms.
Recommendations
I suggest the following as means of remedying the situation of the disparities gleaned from the discourse and the review of the literature:
- Standardization of Teacher Training: Align college-level teacher education programs with university standards to ensure all teachers are equally equipped to manage classrooms effectively and deliver high-quality instruction.
- Professional Development Pathways: Establish robust, continuous professional development programmes that allow college-trained teachers to upgrade their skills and qualifications to the level of university-trained educators.
- Increased Collaboration: Encourage greater partnerships between teacher training colleges and universities, allowing for the exchange of best practices, resources, and training opportunities that can enhance the effectiveness of both types of institutions.
- Improved Monitoring and Evaluation: Implement a comprehensive evaluation system that assesses the impact of teacher training programmes (both university and college) on student outcomes, providing data-driven insights for future policy adjustments.
Conclusion
While both university-trained and college-trained teachers bring valuable strengths to the classroom, university-trained teachers generally have the upper hand when it comes to content knowledge, particularly in subjects that require a high level of expertise. Their ability to adapt their pedagogical skills on the job, combined with their authority over subject matter, makes them highly effective educators in secondary and higher education settings. College-trained teachers, with their strong foundation in pedagogy, are more suited to primary and early secondary education, where classroom management and engagement are crucial. Ultimately, both types of teachers play essential roles in education, but as educational demands evolve, the depth of content knowledge provided by university-trained teachers is becoming increasingly vital. Schools and students alike benefit from educators who can deliver both rigorous academic content and effective teaching methods.
References
Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). “Teacher preparation and
student achievement. Educational Evaluation and Policy Analysis, 31(4), 416-440.
Darling-Hammond, L. (2000). “Teacher quality and student achievement: A review of state policy
evidence. Education Policy Analysis Archives.
Harris, D. N., & Sass, T. R. (2011).Teacher training, teacher quality, and student achievement.
Journal of Public Economics 95(7-8), 798-812.
Hanushek, E. A., & Rivkin, S. G. (2006). Teacher quality. Handbook of the Economics of
Education, 2, 1051-1078.
Amorkard T. Brown, M.Ed. is a Master Teacher, the Head of the Natural Sciences Department and the Coordinator of the Sixth Form Programme at Munro College.
Excellent article as usual, well balanced, sourced, informative and relevant to the time.
Thank you, Sir Montague
A very useful comparison that has awaken the thought processes to take a closer look at both models and the impact it has on policies. Very good piece a work that can be expanded. Good job Master Teacher Brown.
Thanks for your feedback, Sir Richard.
Good morning, Mr. Brown, I see your perspective needs a more robust research. Teacher teaching actually gives a teacher a balance approach to delivering in the classroom setting. Based on my experience, university trained teachers tend to struggle in the classroom setting. A trained teacher who is struggling in the classroom was not paying attention while in training. The reality though, poor teacher performance is normally based on a poorly managed school.
Bless you, Sir Graham. While I appreciate your perspective it stands as your personal opinion and your experiences as a school leader. One must understand that there is no single variable contributing to student performance. My pronouncements are similar to yours in terms of my experiences supported by over thirty studies. What we have seen is a research gap within our context as it related to this topic of discussion. My article therefore seeks to trigger a discourse among policy makers to revisit our current teacher training standards to improve teacher effectiveness especially in content knowledge.
Thank you, Sir
Fascinating topic and interesting approach in analysing trends. I only wish there were more recent references cited throughout the article. Additionally, the recommendation to increase collaboration is excellent, as I do believe there is not enough appreciation given to the graduates of teacher-training institutions. Any graduate of a teacher-training institution from a Bachelor’s programme (that is to say teacher training college, not university-college) receives a UWI issued Bachelor’s degree. Therefore, the emphasis on their expertise in pedagogy is much appreciated in this article. I only hope the standards continue to increase and the appreciate and recognition of our teacher-training institutions builds.
Very interesting read Mr. Brown. However, I believe that you are undervaluing the importance of good pedagogical skills at the higher grade level which is crucial in delivering complicated topics at those levels. In my high school experience and through research I am consistently engaged with as a current college student, some university trained teachers struggled to adapt the pedagogical skills needed to teach subject like Additional Mathematics and Physics at the CSEC and CAPE level.
However, those teachers who possess both the deep subject knowledge and have learnt and put into practice these key pedagogical skills have proven to be world class teachers.
On the other hand, there is also the fact that teachers’ colleges are typically seen as second choice institutions for persons pursuing a college degree, leading to the universities drawing persons with stronger subject foundations at the CSEC and CAPE level.
I am fascinated to see what these discussions may bring across and I hope that my future performances when I enter the classroom as a teacher will change your view of the college curriculum and college trained teachers for the better.
Much love from a past student