Curriculum Reform and Teacher Professionalisation in the Global South: Transitioning from TTC to ADE in Guyana

This study investigates the transition from the Trained Teacher Certificate (TTC) to the Associate Degree in Education (ADE) at the Cyril Potter College of Education (CPCE) in Guyana, placing the reform within global efforts towards teacher professionalisation in the Global South. Using a qualitative case study approach, the research examines policy documents, curriculum frameworks, institutional reports, and stakeholder insights to explore both structural and psychological aspects of the reform. A Psychological Pathways Model is introduced to explain how changes affect teacher identity, self-efficacy, and instructional adaptability. Findings indicate that the ADE improves teacher preparedness, professional recognition, and classroom practice through enhanced curricula, higher entry standards, and expanded training. The study emphasises the importance of integrating structural, curricular, and psychological components in reform and presents recommendations aligned with Sustainable Development Goal 4 (SDG 4) for strengthening teacher quality in resource-constrained settings.

teacher education, Global South, self-efficacy, professionalisation, SDG 4

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