OAR@UM Collection:https://www.um.edu.mt/library/oar/handle/123456789/60272026-04-04T10:19:15Z2026-04-04T10:19:15ZAddressing different sexual orientations and same-sex families in the primary school curriculumhttps://www.um.edu.mt/library/oar/handle/123456789/130552018-03-27T12:14:54Z2015-01-01T00:00:00ZTitle: Addressing different sexual orientations and same-sex families in the primary school curriculum
Abstract: This study seeks to understand the extent to which LGBTIQ issues are addressed in the local primary curriculum and the attitudes of a number of teachers towards their inclusion. This is achieved by analysing the National Curriculum Framework and the PSD syllabus currently followed in primary schools. Interviews were conducted with two class teachers and one PSD teacher from two different primary state schools. Another interview was conducted with the EO of PSD to find out what primary PSD teachers are expected to address in terms of sexual orientation and same-sex families. The findings indicate that, although the National Curriculum Framework recognises and respects gender and sexual diversity, the syllabi and teachers’ practices are still highly heteronormative. Most teachers are willing to tackle the LGBTIQ theme but they feel confused and unprepared. The study reveals that the main discouraging factors are parental surveillance, the fact that the Catholic Church does not accept same-sex families and the lack of collaboration among school staff members. This indicates the need for syllabi, curricular materials and school policies that make specific references to LGBTIQ issues and homophobic bullying, in order to recognise them as social justice issues. LGBTIQ inclusive teacher education and training is crucial to equip all teachers with the right knowledge and skills to tackle these issues. This also gives teachers an opportunity to reflect on their own biases, misconceptions and stereotypes. Through this study I hope to encourage curriculum developers and policy makers to work collaboratively and to help transform school cultures into LGBTIQ inclusive environments that recognise, value and embrace each and every child.
Description: B.ED.(HONS)2015-01-01T00:00:00ZMethods and techniques employed in the religious education of Year 5 studentshttps://www.um.edu.mt/library/oar/handle/123456789/130462017-08-09T08:01:04Z2015-01-01T00:00:00ZTitle: Methods and techniques employed in the religious education of Year 5 students
Abstract: The main aim of this research was to study how Religious Education (RE) is being taught and delivered to year 5 primary school children. In particular, an emphasis was made on the perceptions that teachers and students hold of different methods and techniques. The teachers’ perspectives were gathered through a questionnaire that was filled in by year 5 teachers working in state and church schools. On the other hand, year 5 children voiced their ideas through focus groups. Findings show that teachers hold a positive attitude towards RE, and that the majority of them are shifting away from traditional pedagogies such as relying only on books. In fact, teachers most two preferred methodologies were video forum and storytelling. The study also indicates that teachers should be aided more in developing innovative pedagogies since there are teachers who are not comfortable doing so due to their background in the subject. With regards to children, it was found that they enjoy the subject; however, there is still a lot of emphasis on examinations which is leading them to value more the methodologies that target only the cognitive domain.
Description: B.ED.(HONS)2015-01-01T00:00:00ZWhat makes alternative education distinctive? : a Steiner approachhttps://www.um.edu.mt/library/oar/handle/123456789/130452016-10-18T07:07:56Z2015-01-01T00:00:00ZTitle: What makes alternative education distinctive? : a Steiner approach
Abstract: This
dissertation
provides
a
critical
literature
review
of
alternative
educational
methods
and
their
success
in
diverse
countries.
Special
focus
is
given
to
the
Steiner
Waldorf
schools
which
were
originally
founded
by
Rudolf
Steiner
in
an
attempt
to
reform
society
back
in
the
early
twentieth
century,
and
which
have
evolved
and
become
a
renowned
movement
worldwide.
‘What
makes
Alternative
Education
distinctive?
A
Steiner
Approach.’
delves
into
the
philosophies
that
Rudolf
Steiner
came
up
with,
and
explains
how
these
thoughts
are
put
into
practice
through
the
system
exploited
in
Steiner
Waldorf
settings.
Through
this
study,
one
can
also
find
a
set
of
characteristics,
activities
which
are
normally
held
in
these
schools
and
pedagogies
utilized
by
teachers,
which
differentiate
Steiner
Waldorf
schools
from
any
other
alternative
and
traditional
education
settings.
The
curriculum,
classes
and
stages
are
simultaneously
addressed,
together
with
the
roles
of
teachers
and
the
involvement
of
parents.
Moreover,
the
study
provides
a
comprehensive
description
of
what
constitutes
Steiner
Waldorf
schools,
and
their
correlation
to
a
child’s
stages
of
development.
The
research
is
furthermore
sustained
with
an
ongoing
comparison
of
the
educational
system
present
in
Malta
in
order
to
accentuate
the
differences
between
the
two
modes
of
schooling
and
establish
what
both
settings
can
take
on
from
the
other.
Description: B.ED.(HONS)2015-01-01T00:00:00ZTeachers’ perspectives of the role of media & technology on secondary students’ learning process in Mathematicshttps://www.um.edu.mt/library/oar/handle/123456789/130442016-10-18T01:12:44Z2015-01-01T00:00:00ZTitle: Teachers’ perspectives of the role of media & technology on secondary students’ learning process in Mathematics
Abstract: This project will seek to understand teachers' perspectives of how media and
technology have impacted the teaching of mathematics. This project is
questioning whether media does or does not help mathematics tuition in our
children's classrooms and most importantly if it affects the students' learning
process. The data in this qualitative study was collected by means of interviews
with eight mathematics teachers who have been in the profession for at least
15 years and who use technology and media in class. This study is intended
to help the subjects be aware of the influence technology has on our
educational system and most importantly on each individual's learning process.
The analysis outlines that media and technology, when used in class, do not
necessarily impact the students' progress and achievements. This could result
from the lack of training that teachers have acquired. Although teachers are
not using media and technological tools to their full use, they are still aware of
the benefits that arise. The teachers are aware of the lack of training they have
and wish to learn more.
Description: B.ED.(HONS)2015-01-01T00:00:00Z