An analysis of the professional development of physical education teachers in Malta

Gatt, Anna Maria (2017). An analysis of the professional development of physical education teachers in Malta. University of Birmingham. M.Sc.

Preview

Gatt17MScbyRes.pdf
PDF - Accepted Version
Download (1MB)

Abstract

In recent years, Continuous Professional Development, or CPD, for teachers has attracted renewed attention in both policy and research. Fundamental questions now deal about 'effective' CPD for teachers. To improve educational policy and practice, understanding the nature and quality of existing CPD opportunities for teachers is of paramount importance. This research focuses on nature, range and perceived effectiveness of the existing CPD provision for Physical Education (PE) teachers in Malta. Data was collected from teachers practicing in State, Church and Independent Secondary Schools- a combination of semi-structured interviews and a National PE-CPD survey. Findings indicate that PE teachers in Malta are not engaging in relevant CPD activities (especially given the changes which are occurring in educational policy and practice in this research context). Teachers acknowledge the importance of formal CPD but the findings indicate that it does not match learning preferences. Teachers report the need for more collaborative learning activities, taking place in the workplace, and which result in professional learning that is immediately applicable within the classroom. The value of continuous, collaborative, relevant and active learning was identified by teachers, thus the way forward for the Maltese educational context is to develop structures that create these learning opportunities.

Type of Work:

Thesis (Masters by Research > M.Sc.)

Award Type:

Masters by Research > M.Sc.

Supervisor(s):