/library/oar/handle/123456789/37285 2025-12-26T15:22:57Z 2025-12-26T15:22:57Z Bezzina, Christopher Bezzina, Nataline Rose Stanyer, Ritianne /library/oar/handle/123456789/19313 2017-10-12T12:50:50Z 2004-01-01T00:00:00Z

Title: Exploring beginning teachers' perceptions of their preparation and professional development in Malta Authors: Bezzina, Christopher; Bezzina, Nataline Rose; Stanyer, Ritianne Abstract: The Maltese Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, it is argued, that current in-service programmes need to be improved and focused, especially by giving due attention to the induction phase. The important phase of induction within the professional development continuum for teachers is lacking. Schools need to devise appropriate professional induction seminars and workshops for new teachers to extend their professional knowledge and skills acquired during the pre-service stage. As such a number of discussion documents, research studies and papers have and are being written in order to provide the authorities with the appropriate data on which to base future educational policies in relation to teacher preparation and induction schemes. This paper explores the perceptions of primary and secondary school teachers who are currently in their induction phase (i.e. their first three years after graduation). It reports the views of around three cohorts (approximately 300 teachers) about two main areas: teacher preparation and professional development. The methodological approach adopted was a questionnaire survey followed by in-depth interviews of around 18 teachers. Through this study we hope to shed light on ways and means of improving the current B.Ed (Hons) teacher education programme and also point out how teachers feel once they are full-time graduates. This will provide direction as to how the education authorities, the respective teacher training institutions and schools in particular can support beginning teachers. The essential link between pre-service and continuing professional development is explored and identified as key to quality improvements at the school level. New teacher induction schemes for the Maltese education system are discussed.

2004-01-01T00:00:00Z /library/oar/handle/123456789/19312 2019-05-20T08:19:08Z 2004-01-01T00:00:00Z

Title: Mediterranean Journal of Educational Studies : Volume 9, Issue 2 Abstract: Mediterranean Journal of Educational Studies, Volume 9, No. 2 (2004) Description: Contents Include : Lavoro Futuro. La Formazione come progetto politico by Ettore Gelpi (Book Review) / Peter Mayo

2004-01-01T00:00:00Z Pampanini, Giovanni /library/oar/handle/123456789/19311 2017-05-24T01:19:25Z 2004-01-01T00:00:00Z

Title: The Mediterranean Society of Comparative Education Authors: Pampanini, Giovanni Abstract: If one views the current scenario of comparative Education Societies around the world (of which there are about thirty), it can be easily noted that there is no one specific Society of Scholars devoted to the study of Mediterranean issues. This is even more astonishing if we think that nowadays anything ‘Mediterranean’ has become almost a trend (from diets to cruises). Sadly, however, it is also famous for the high number of illegal immigrants who die in their attempts to cross the sea and reach the rich ‘Fortress Europe’. Naturally, a scientific society needs some specific criteria in order to exist, beginning with its own objective. What exactly should a Society of this kind compare? The first obvious answer is: the school systems of the Mediterranean countries. But here we come up against the first problem: would it be possible to compare—and if so to what extent—school systems with such different traditions as those of the Mediterranean countries? To answer these questions means to enter in medias res of this problem, something that this article will specifically try to do. Let us start from a very general overview

2004-01-01T00:00:00Z Buhagiar, Michael A. /library/oar/handle/123456789/19310 2018-02-22T09:45:07Z 2004-01-01T00:00:00Z

Title: 'How appropriate is this task for my class?' : exploring teachers' classroom decision-making processes as they waver between 'practical' and 'ideal' positions Authors: Buhagiar, Michael A. Abstract: This paper is based on a qualitative study that explored the classroom assessment practices of twelve mathematics teachers in a Maltese sixth form college. As part of the data gathering process, these teachers were presented with four tasks (which varied along a continuum from the traditional examination-type to the non-traditional type) and were asked to comment about the appropriateness of using them inside their classroom. The analysis revealed that teachers’ task selection largely reflects what they consider ‘to work within their context’ rather than what they consider as ‘ideal’. Three levels of context that influence, both on their own and interactively, the way in which teachers make their classroom decisions were identified. These are the national, school and personal contexts.

2004-01-01T00:00:00Z