Teachers, Teacher Education, and Professional Development
There are two main forms of initial teacher education: the concurrent model and the consecutive model. The most common form is the concurrent model, whereby students follow a four year Bachelor of Education Honors program of studies at the University of Malta, or any other recognized university, and specialize in either primary or secondary teaching. This full time program of studies comprises 240 European Credit Transfer System (ECTS) units and includes field placements (teaching practice periods) in schools, in addition to writing and presenting a dissertation.
The Bachelor of Education Honors primary program track prepares students to teach each of the eight subject areas in the primary curriculum: English, Mathematics, Maltese, Religion/Ethics, Physical Education, Science, Expressive Arts, and Social Studies. In addition, the program has a strong professional component, which includes assessment, health education, disability issues, literacy difficulties, environmental education, and psychosocial and legal issues. General pedagogy and interpersonal skills are emphasized in the initial years of the program.
The Bachelor of Education Honors secondary program track allows students to deepen their subject knowledge in both content and pedagogy. Students may choose to specialize in one or two of a range of subjects offered by the faculty of education. Double subject specialization is an option in most of the humanities areas. In addition to subject content, this track includes a strong component of pedagogy and professional issues (e.g., assessment, language, diversity, and sustainable development). Emphasis is given to developing teachers as reflective practitioners.
The second teacher education option is the consecutive model, whereby students first complete a bachelor’s degree at a recognized university and then follow a one year full time program of studies leading to a Postgraduate Certificate in Education (PGCE). Teachers following the consecutive model usually intend to teach at the secondary level. The PGCE program focuses on pedagogy rather than on content, and emphasizes school experience together with teaching practice. This introduces prospective teachers to the realities of classroom life, and provides them with regular opportunities to plan and deliver lessons as well as to reflect critically on their own practice. All initial teacher education programs include courses on educational psychology, philosophy, and sociology of education.
Teachers opting for primary education take four compulsory ECTS units in teaching primary science and another four in environmental science during their first year of study. During their second year, they take two compulsory ECTS units covering curriculum development in science, and they take another two in their fourth year on teaching science.
Students opting to teach at the secondary level may specialize in teaching two main subjects to have more flexibility when applying for a teaching post. Education courses for both levels cover the theoretical and practical aspects of pedagogy. As teaching in Maltese schools is bilingual, teachers at the primary level must be proficient in both Maltese and English. At the secondary level, prospective Bachelor of Education students take a proficiency test in English prior to enrolling in the degree program. No teacher may obtain a permanent position if he or she does not meet the required standard in both languages.
Since the introduction of computer literacy at all levels in all schools, prospective teachers are required to hold a European Computer Driving License (ECDL) as one of the entry qualifications for programs leading to a Bachelor of Education, or a postgraduate certificate or diploma in education.
In October 2016, the University of Malta will be launching a Masters in Teaching and Learning (MTL) program intended to replace the two teaching pathways. The MTL program aims to review initial teacher education to address changing scenarios in local education. Through the introduction of this program, the Faculty of Education is responding to and stimulating change to address the issues of diversity, immigration, inclusion (through differentiated teaching), and the digital age. It also addresses the needs within the Maltese educational system brought about by the introduction of the National Curriculum Framework and the Learning Outcomes Framework, which are leading to developments in the range of subjects taught and in the way they are assessed. Through the MTL, the status of initial teacher education also is being raised to a professional masterʼs or postgraduate level, in line with practices adopted in several EU countries.
The MTL represents a Malta Qualifications Framework (MQF) Level 7 qualification, and MTL graduates will be eligible to apply for a warrant to join the teaching profession. The MTL is a professional master’s degree, and practice in educational contexts is at the heart of the program. The program will cover areas that include pedagogical content knowledge, educational context knowledge, and educational research and inquiry. These areas are to be intrinsically related to field placement in schools during which prospective teachers will be mentored.
Teacher Education Specific to Mathematics and Science
As an entry requirement, students who wish to specialize in secondary mathematics or science education are required to hold an undergraduate degree that is closely related to their chosen area of specialization. During the course, these students will cover core units related to educational context knowledge and educational research and inquiry, and will complete other core program activities such as field placement and a dissertation. Furthermore, they will focus on the teaching and learning of their subject specialization by completing 40 study units related to the methodology of the subject, which will cover areas related to teaching and learning, assessment, inquiry-based learning, value education, teaching resources, and learning in the digital age. Teachers opting for the MTL course in primary education will take two compulsory study units of five ECTSs each in teaching primary mathematics and science.
Requirements for Ongoing Professional Development
All teachers participate in at least one In-Service Training (INSET) course per year related to their subject content or pedagogy. These continuous professional development courses, organized and conducted by the Directorate for Quality and Standards in Education (DQSE), have a minimum duration of 12 contact hours and are held in July or September (at the end or the beginning of the school year, respectively). INSET courses are open to all primary school teachers practicing in state and nonstate schools.
The following professional development sessions for teachers also are organized by the DQSE:
- Three 2-hour sessions (one per term) after school hours
- Three 2-hour sessions (one per term) during school hours
- A School Development Day
Primary science peripatetic teachers and primary mathematics support teachers also participate as a team in a two hour professional development or curriculum development session once every two weeks. This is an informal session held at the National Interactive Science Centre to discuss pedagogical and content issues, and to organize training sessions when the need arises. At times, the science peripatetic teachers and the mathematics support teachers join the same session, while at other times they participate in parallel sessions.
Periodically, the peripatetic science teachers and the mathematics support teachers voluntarily attend courses, seminars, and conferences (in Malta and abroad), sometimes outside normal working hours. Courses are organized regularly by the Maltese Association of Science Educators (MASE) and the Malta Council for Science and Technology (MCST). The MCST recently has been organizing training workshops based on the Little Scientists House Foundation Pedagogy for Primary Science Peripatetic Teachers. In these workshops, primary science peripatetic teachers work together to solve problems and exchange ideas. This co-constructive education process helps to stimulate curiosity and enthusiasm about natural sciences and technological phenomena. Teachers from both teams have participated actively in Let Me Learn professional development sessions, including both workshops and seminars. The Mathematics Support Team has been involved in actively organizing ongoing professional development for primary classroom teachers, both during the INSET period and also regularly throughout the school year.
The Institute for Education within the Ministry for Education and Employment was established in October 2015 in order to coordinate all teacher training initiatives. The institute also will propose new training initiatives and moderate training that takes place in schools and colleges.