https://www.um.edu.mt/library/oar/handle/123456789/18560 Mon, 06 Apr 2026 04:14:16 GMT 2026-04-06T04:14:16Z https://www.um.edu.mt/library/oar/handle/123456789/143122 Title: Navigating participatory methods in childhood research : a qualitatively driven approach to case study design Authors: Spiteri, Jane Abstract: This chapter explores a range of child-centred participatory research methods commonly used in early childhood research, and their applicability to case study approaches. Specifically, it addresses child-centred methods such as observations, documents, journal/diary entries, interviews and focus groups. It also considers a variety of interviewing tools and techniques to generate data with children, including concept maps, photography, drawing, play and puppets, and a combination of these. To help differentiate between these methods and to clarify their purpose and rationale, a critical reflection on these methods and the insights they generate in the context of conducting research with young children is presented. Underpinning this discussion is the recognition that child-centred research needs to be sensitive to children’s needs, rights and experiences, and therefore, ethical challenges are also considered. This chapter concludes with a discussion of the methodological and practical challenges of qualitative case studies in early childhood research. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/143122 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142987 Title: A pandemic legacy : adapting new modes of teaching practicum assessment for student teachers in early and primary schools in Malta - narrative perspectives from six examiners Authors: Deguara, Josephine; Milton, Josephine Abstract: One of the most significant components of initial teacher education (ITE) programmes is the teaching practicum. The COVID-19 pandemic brought significant challenges and changes to the conventional ways the teaching practicum is conducted and assessed. Research shows how student-teachers experienced their teaching practicum during the pandemic; however, the perspective of teaching examiners remains under-investigated. Using a textual narrative approach and drawing on the Disaster Management Cycle (DMC) as a theoretical framework, this study seeks to investigate how examiners in a Maltese ITE institution went about assessing students in their teaching practicum during the COVID-19 pandemic when restrictions were still in place. Adopting a naturalist narrative methodological stance, participants were invited to write narratives about their experiences of assessing student-teachers. Data were analysed using the content analysis technique. Findings show that while the remote modes of assessing student-teachers were provisionally beneficial as they allowed for the continuation of ITE and practicum assessment during the pandemic, this was very time-consuming for examiners and, at times, only provided a selected snapshot of the practice being assessed. Moreover, results show that remote assessments cannot replace face-to-face ones. The findings also show that beyond the pandemic, a hybrid assessment mode can benefit examiners and students alike, as it allows for flexibility, accessibility and efficiency. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142987 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142974 Title: Climate crisis activism in early childhood : building capacities to boost intergenerational learning Authors: Spiteri, Jane Abstract: This viewpoint considers climate crisis activism through participatory pedagogical approaches to intergenerational learning, in the context of early childhood education. Given the dire predictions surrounding climate change, it is likely that in the immediate future, young children will continue to suffer the disproportionate consequences of intergenerational injustice, further violating their rights to clean, healthy environments even though they are the least responsible for the current climate crisis. Nevertheless, so far, early childhood has received less attention in relation to climate crisis activism than other educational sectors. This viewpoint seeks to address this gap by exploring how some research and educational approaches to intergenerational learning (as a form of knowledge co-creation between children and adults, and vice versa) about climate change could empower young children and adults to work together through climate change activism. Finally, new directions for future research in early childhood studies are suggested which are consistent with the need for ongoing consideration and theorisation of intergenerational learning in the context of early childhood education and climate crisis activism. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142974 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/142940 Title: Innovations in assessment, student experience and professional development in higher education : contemporary global perspectives Authors: Chikwa, Gladson; Deguara, Josephine; Rajah, Edwin; Zhao, Yanmin Abstract: Innovations in Assessment, Student Experience and Professional Development in Higher Education presents a comprehensive and global study of the latest advancements in Higher Education (HE), featuring contributions from diverse disciplines and international views on innovations in assessment, student experience and professional development.; Critical issues such as how to develop student and staff assessment and feedback literacy, and the use of authentic and formative assessment are discussed. Chapters address quality issues, as well as deliberating the impact of COVID-19 and how it has changed strategies, modes of delivery, and assessment practices, which can be adapted beyond the pandemic. Student experience and the ways in which HE institutions are facilitating students’ transitions, progressions, mental health and retention are considered. The book concludes by focusing on the innovative approaches adopted by HE institutions to support the ongoing professional development of staff, which is arguably the cornerstone of innovation. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/142940 2026-01-01T00:00:00Z