/library/oar/handle/123456789/2950 2026-06-21T17:45:16Z 2026-06-21T17:45:16Z /library/oar/handle/123456789/75125 2021-05-05T06:28:51Z 2010-01-01T00:00:00Z

Title: Philosopher and educator : dichotomy, duality and the search for the missing synthesis Abstract: This inquiry explores the debate on the purported split between theory (philosophy of education) and practice (educational practice), which started in the early 1980s (Cohen, 1982), is still provoking vigorous debate, and generating an unprecedented pluralism of views and literature. Pluralists preach the relevance and impact of modem social sciences, such as psychology and educational research upon the challenges facing both the philosopher of education and the educator (Griffiths, 1997; Arcilla, 2002), argue that it is essential for philosophy of education to collaborate closely with the Applied Sciences. The purists, then, believe that philosophy of education should remain essentially academic, offering normative but not prescriptive contributions to institutional educational practice. (Amstine, 2002; Fenstermacher, 2002). My central argument focuses on the relationship between the philosopher and the educator, elucidating points of convergence and divergence between the two, with the intended aim of establishing valid reasons for reinstating a missing synthesis. Dewey may very well have rejected 'dualisms' but I shall still be looking into the relevance of the dualistic model for the philosopher of education and the educator. I conclude that educational philosophy and educational practice need to be complementary and synchronized. With education, in our Western society, located within a complex web of socio-political changes and challenges, I will be proposing that for it to retain and transmit values of what is 'good', 'moral' and 'democratic', we need a major revalorisation of Dewey's philosophy of education. Description: M.ED.

2010-01-01T00:00:00Z /library/oar/handle/123456789/74915 2021-04-29T06:11:20Z 2010-01-01T00:00:00Z

Title: The junior lyceum entrance examination : a Foucaultian genealogy Abstract: This study rests on an association conceived while reading for a Masters degree in Philosophy of Education between two of my areas of interest, namely the study of the works of Michel Foucault and the Junior Lyceum Entrance Examination. As a teacher it is somewhat startling to realize that when I was a child I sat for the very same exam that I prepare students for. Twice in a lifetime a successful outcome at this examination has been, and still is, an objective towards which I have had to strive vigorously. If ever proof was needed of the life defining importance of the Junior Lyceum Entrance Examination this is surely it. On the other hand, the works of Michel Foucault, particularly his genealogical approach of going back to the emergence of discourse in order to trace how most of the life-constituting truths are in reality just 'fabricated in a piecemeal fashion from alien forms' (Foucault, 1984a, p. 78), have shaken the foundations on which my conceiving education rest - those very same foundations upon which I decided to become an educator. Once I started to look at education from this perspective, I couldn't but examine the discourse from which the Junior Lyceum Entrance Examination grew; to became central, not just to the specific Year group I teach, but to all of primary education, through the same lens; the discourse around the technology that has got me to try to anticipate the requirements of the educational regime and work to meet its standards. Thanks to this Foucaultian perspective, the Junior Lyceum Entrance Examination is revealed as a central technology contributing to a disciplinary society. True to the Foucaultian analysis methodology, this study is not intended to determine whether this technology has been a 'good' or a 'bad' technology Rather it seeks to make one discern how 'dangerously' power loaded such discursive practices can be. It is also intended to open a whole new area of thinking for all the teaching practitioners, to start questioning the rudiments of their so much loved vocation. Description: M.ED.

2010-01-01T00:00:00Z /library/oar/handle/123456789/74865 2021-04-29T05:16:20Z 2010-01-01T00:00:00Z

Title: Primary science teaching in Malta : a study Abstract: Science at primary level sets the foundations for scientific literacy and introduces the subject to potential future scientists. Considering the important role teachers have in imparting science to primary school children, this study aims at providing an evidence-based analysis of the challenges Maltese teachers face when trying to teach science, together with their confidence and attitudes towards the subject. Recommendations are made based on the findings. Two hundred and fifty seven (257) primary teachers teaching in State, Church and Independent schools were probed through a questionnaire about their qualifications in Science, the frequency of Science lessons delivered, assessment practices, their confidence in teaching Science and particular pedagogical skills as well as specific attitudes towards Science and Science teaching. Twelve (12) individual interviews with heads of school and professionals holding prominent positions in the education sector and focus groups with all the Science peripatetic teachers support the survey findings with qualitative data. This study evidences that primary teachers' confidence to deliver the Science curriculum is less than that to teach most of the subjects in the primary curriculum and teachers do not dedicate enough time in their weekly timetable to comprehensively cover the subject. Also peripatetic Science teachers need to become more proficient in content and pedagogy in order to offer the necessary support to primary teachers. Amongst the recommendations made for enhancing primary Science teaching locally are the professional development of teachers, co-ordination amongst generalist and peripatetic teachers, a curriculum focused more on imparting scientific attitudes and skills through an inquiry-based approach and formative assessment. Description: M.ED.

2010-01-01T00:00:00Z /library/oar/handle/123456789/74620 2021-04-26T05:57:43Z 2010-01-01T00:00:00Z

Title: Implementing assessment for learning in a basic skills mathematics classroom Abstract: Assessment has been a much-discussed issue in Malta over the past years. Educators have become increasingly aware of its emotional and educational aspects. As a result, teachers are now being encouraged to focus more on the formative aspect of assessment. But they are expected to do this in a system that is still dominated by external high-stakes examinations. Another important characteristic of the local system is the ongoing move towards comprehensive schooling with the re-grouping of state schools under ten Colleges. This development has brought within mainstream education students of very low educational achievement - the so called 'basic skills' students. This qualitative case study uses action research methodology to explore the implementation of Assessment for Learning within a Form 2 basic skills mathematics classroom in one of the local state secondary schools. The teacher-as-researcher worked along a cycle of four phases (i.e., planning assessment, gather, interpret and use the evidence) to implement the 'spirit' of Assessment for Learning. The results show that Assessment for Learning helped to improve the motivation of the students and encouraged them to become active participants in their lessons. The teacher noted increased understanding on students' part. The students, however, somewhat failed to engage fruitfully in peer and self-assessment. The implementation process did not only benefit the students, but also tile teacher who gradually learned how to put into practice the constructivist learning theories she had been exposed to in her teacher education. Description: M.ED.

2010-01-01T00:00:00Z