Maltese Teachers Research Articles

The self-sought professional learning experiences of secondary school teachers in Malta

ABSTRACT With the introduction of the sectorial agreement signed between the Maltese Government and the Malta Union of Teachers in 2017, Maltese teachers have been incentivised to accelerate their salary scale progression following engagement in self-sought professional learning. The theory of affordances was applied in this mixed-methods research to explore the importance attributed by secondary school teachers towards self-sought learning. Following data collection of 166 questionnaires and 14 teacher interviews, quantitative and qualitative data were analysed using SPSS and MAXQDA respectively. Results suggest that while the majority of teachers are intrinsically motivated to pursue self-sought professional learning, they seek incentives and, in particular, monetary support. Other important barriers that hinder teachers in furthering their professional learning beyond school hours are family responsibilities and lack of time. This study provides insights into teachers’ conceptualisations of professional learning and implications for teacher education.

“Issa open your books għax ser nibdew il-lesson tal-English...”: The impact of Maltese primary school teachers’ language backgrounds on linguistic identities, language use, and pedagogical practices

Bilingualism is a quintessential feature of being Maltese, as speaking multiple languages is an integral part of the island’s culture and history of foreign occupation and colonisation. Bilingual identities are shaped by language acquisition and socialisation, and educators construct their own linguistic identities and pedagogies through personal, educational and professional experiences. Maltese teachers believe that they organically use fluid language practices such as code-switching and translanguaging in their classrooms; however, they are uncertain about the benefits of these practices, and how they can utilise them in a structured manner, especially in view of the increase in linguistically diverse classrooms as a result of recent demographic shifts. This paper focuses on the way that Malta’s socio-cultural context shapes teachers’ linguistic identities, and how this may in turn impact their pedagogy. This study also supports previous research advocating the use of hybridised language practices as the way forward within linguistically diverse classrooms.

Exploring the effectiveness of Virtual Reality in teaching Maltese

Virtual Reality (VR) has gained popularity in education, but its potential in language learning, specifically for teaching a minor language like Maltese, has been understudied. To address this gap, a mixed-methods study was conducted to explore the effectiveness of VR in language learning and identify the advantages and challenges of teaching Maltese as a second language (ML2) with a focus on improving language skills. Qualitative research involved a focus group, while quantitative analysis utilized an online survey with a Likert scale and 25 Maltese teachers as participants. The results revealed that younger respondents were more inclined to believe in the significant impact of VR on improving learning outcomes compared to older respondents. VR was found to effectively engage students in immersive environments and enhance the learning context with entertainment features. However, challenges related to costs, bulky headsets, and technical issues were also uncovered. Although VR tools are not currently utilized in teaching Maltese, this research explored their potential effectiveness in ML2 instruction and provided suggestions for effective integration into language teaching. The findings provide quantitative evidence supporting the effectiveness of VR tools in education and their potential to facilitate ML2 learning. Most participants expressed a positive perception, emphasizing the importance of integrating VR technology into Maltese teaching practices to create more engaging and immersive learning experiences for ML2 learners.

Maltese Teachers’ Perception of the Use of Digital Resources in the 21st Century Classroom

This study looks into the use of digital resources amongst state primary teachers teaching the Junior Years (students aged between 7 and 11). It evaluates whether teachers are making use of digital resources, the extent to which they are doing so, and how this is affecting the acquisition of digital literacy skills. The research methodology applied focused on a mixed methods approach. Data were collected from a total of 75 participants, incorporating surveys (n=64) with semi-structured interviews with state primary teachers (n=7) and representatives from the Directorate for Digital Literacy and Transversal Skills (n=4). The results obtained demonstrate that teachers are making use of digital resources. However, they also illustrate that teachers are mainly using them as a substitute for hands-on resources and rarely encourage students to create new digital material. Consequently, students are not being fully equipped with the 21st-century skills needed to become digital citizens.

An investigation of the professional behaviour, status, career and identities of teachers in Malta

ABSTRACT Given the current shortage of teachers and the diminishing attraction of the teaching profession, it is important to have analytic and systematic studies of teachers’ lives and careers, and to locate teachers’ lives within a wider contextual understanding. The rationale for this educational research paper is to study Maltese teachers’ professional behaviour and how they define themselves as teachers, particularly in a period of time where teachers in Malta were experiencing reform fatigue. The authors’ aims were to explore the factors which motivate people to enter and remain into teaching, and to identify the routes they take throughout their career. Data were collected through an empirical research consisting of an online questionnaire with open-ended questions with teachers (n = 755). One of the findings shows that the majority of teachers enter the profession for altruistic motives, however, if given the opportunity, they would move into another role or profession.

Online interaction descriptors: A tool for the development of tasks for language competences and language use

Abstract The study focuses on a new scale of the framework introduced by the CEFR Companion Volume. Slovak and Maltese teachers were invited to participate in the training sessions in which they were exposed to lists of descriptors related to online interaction. The goal of familiarisation activities related to indicating reference levels was to prepare teachers for constructing tasks designed for practicing online communication in language classes, relevant to the proficiency levels of their students. The data on teachers’ judgements are clearly displayed and analysed in order to find out similarities and differences between teachers’ perceptions of language proficiency in two countries. Workshop sessions stimulated in-depth discussions the conclusions of which are reflected in the recommendations for language educators and teachers.

Teaching science in multilingual contexts: an exploratory study into the experiences and insights of Maltese science teachers as they learn about teaching in multilingual scenarios

ABSTRACT In Malta, Maltese and English are learnt in school from age five. During Science lessons, teachers and learners normally use Maltese to talk about key concepts yet the written medium of instruction is English. This has been the practice adopted in Science classrooms for many years. The influx of migrants in recent years has yielded a multilingual classroom scenario that is relatively new to Maltese teachers. This change constitutes a challenge for teachers and students as a good number of these migrant learners are not familiar with these languages so there is no language of instruction that can support good communication. This paper will probe into Maltese teachers’ experiences and insights as they learn about how they can teach Science in such a scenario. Through teachers’ interviews, it will probe into how teachers engage in teaching Science to classes that include multilingual learners. The strategies that these teachers have used during the past few years in order to cope with the situation that has developed will be presented and discussed.

Language use in the primary classroom: Maltese teachers’ views on multilingual practices


 
 
 Recent global migration trends and an increase in worldwide human mobility are currently contributing to unparalleled challenges in the area of literacy and education within multicultural and multilingual societies (Leikin, Schwartz, & Tobin, 2012). Malta, a small island in the Mediterranean, is one country currently seeking ways in which to adapt to the realities of today’s diverse classrooms. This paper details original research into Maltese teachers’ perceptions and practices in multilingual classrooms. Following a brief overview of Malta's language history and educational system, we draw on the experiences of eight bilingual primary school teachers through in-depth, semi-structured interviews. Recent demographic changes in Malta necessitate a paradigm shift in education. With Malta’s challenges mirrored at global level, this study makes an important contribution to understanding the issues faced by educators and children, exploring pathways towards an equitable and socially just education for all.
 
 

Maltese teachers’ beliefs concerning the integration of children’s literature in mathematics teaching and learning

This exploratory mixed-methods study set out to explore Maltese primary school teachers’ perceived barriers to, and enablers for, the integration of children’s literature in mathematics teaching. D...

Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science

This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Policy makers identify schools as settings for promoting students' positive mental health. However, mental health promotion is not typically addressed in pre- or in-service teacher education. This paper reports 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Although participants reported favourable attitudes, many indicated concerns about capabilities such as Knowledge, Parenting Support and Self-efficacy. Multilevel modelling showed differences between county, gender and year level, but not between years of teaching experience. Curriculum initiatives for mental health promotion require opportunities for teachers to build their capabilities in this relatively new domain of school and teacher responsibility.

Identifying a Gender‐inclusive Pedagogy from Maltese Teachers’ Personal Practical Knowledge

Teachers bring with them into the science classrooms their own gendered identitities and their views and perceptions about how boys and girls learn and achieve in science. This paper tries to explore the way in which 14 Maltese science teachers use their own ‘personal practical knowledge’ to identify their views about gender and science and to create their own individual gender‐inclusive pedagogy. The study suggests that the science teachers focus more on the individuality of students and on the social and cultural background of the students in their classrooms rather than on gender. The teachers try to develop pedagogies and assessment practices that take into consideration the personal constructs of individual learners. The ideas for such a gender‐inclusive pedagogy emerge from their common‐sense experience in the classroom and their training as teachers, and are closely interrelated to current ideas of social constructivism.

Young Maltese children's ideas about plants

Fifty Maltese children, 25 in the second year of pre-school (4 years olds) and 25 in the first year of compulsory education (5 years old), were interviewed about their knowledge of plants. Analysis showed that they had a restricted understanding of the term, meaning something small, with a thin stalk, leaves and a flower. Trees, cacti and nettles were not classified as plants. Children's knowledge was observed to increase with age. Parents were identified as the main source of knowledge; schools were rarely mentioned. Maltese teachers should be made aware of children's limited knowledge about plants and they need to use readily available resources in schools to expose pre-school children to the plants in their immediate surroundings.

Language values and identities: Code switching in secondary classrooms in Malta

This article looks at language practices in secondary classrooms in Malta. It shows how teachers and learners employ code switching between Maltese and English as a communicative resource in constructing knowledge across the curriculum, in interacting with monolingual English texts, and in building relationships with one another. The article also places these bilingual discursive practices against the historical and social background of the islands. It shows how teachers attend to the symbolic values associated with Maltese and English in their classroom conversations with learners. It shows that they do so in two ways. First, Maltese is used to convey friendliness and warmth and to reduce the social distance between the teacher and the learners, although English remains the language of the textbook, and its use increases the social distance between the participants. Secondly, because exclusive use of Maltese is associated with linguistic purism in the Maltese context and exclusive use of English is associated with snobbism, code switching constitutes a means of avoiding being dubbed as either purist or snob. Code switching by the Maltese teachers in the classroom contexts considered here needs to be seen not only as a communicative resource for accomplishing lessons but also as a means of constructing specific professional identities: using enough English to appear “educated” but, at the same time, espousing a Maltese identity.

The Future of Maltese Teachers in a United Europe

Summary As Malta prepares to join the European Union, Maltese teachers need to look critically beyond the honorific title of ‘professionals’, which the state has trust on them, in order to compare their level of professionalism with that of their European colleagues. They can carry out analytical self‐reflection to establish whether the degree of substantive theory and validated practice they bring to their work reaches the standards expected of them by the Community. The paper argues that the Maltese educational service has the capacity to employ fully trained and qualified teachers, who, through research, self‐regulation and continuous professional development, can enhance their prestige in the local community and gain that of a wider European audience.