Exploring the generalist and subject teacher approaches in primary schools

Abstract

The way in which schools and classrooms are structured have an impact on the educational journey of every teacher and student. Locally, most children receive instruction in the traditional classroom setting, known as the self-contained classroom structure where core subjects are taught by one teacher, also known as the generalist teacher. Children within such classrooms have the opportunity to meet different peripatetic teachers for Science, Art, Physical Education, PSD and Computer lessons. On the other hand, changes within school structures which Stevens (2004) regards as 'fashion trends', have occurred in the traditional classroom setting. A number of Maltese schools have introduced the departmentalized classroom structure where children not only meet peripatetic teachers for the aforementioned subjects, but receive instruction in the three core subjects, namely English, Maltese and Mathematics from three different teachers who are also known as subject teachers. The purpose of this qualitative study is to explore the generalist and subject teacher approaches in Maltese primary schools from the perspective of 5th grade students and teachers. Teacher perspectives of both generalist and subject teachers were collected through questionnaire surveys. Four separate focus groups of four different groups of children were conducted to study further the different educational journeys experienced within different classroom structures. Through analysis of the complete questionnaires and focus groups transcripts, it was evident that both approaches have various effects on children and teachers and thus no particular classroom structure can be considered to benefit students and teachers more than the other. Both render advantages as well as challenges.