Addressing emotional literacy in the Maltese PSCD classroom : secondary teachers’ perspectives

Abstract

This qualitative study explored the perceptions of secondary-school PSCD teachers on how they are addressing emotional literacy through the PSCD subject in the Maltese classroom. The research also addressed how secondary-school PSCD teachers perceive the effect of processing on emotional literacy. The present study aimed to add further knowledge to the relatively small body of research about teachers' perceptions of the Maltese PSD Model. Secondary-school PSCD teachers had the opportunity to voice their experiences in the best interest of the students they serve. Six audio-recorded semi-structured interviews with six secondary PSCD teachers who worked state schools were conducted. The data were analysed using Thematic Analysis, where four main themes were elicited: perspectives on the experiential learning cycle, perceptions of processing, emotional literacy in the classroom, and the learning environment. A major implication of this study is that emotional literacy is promoted through both content and PSD methodology. This research highlighted that the teacher’s role is to facilitate the learning experience, while the students take a more active role in the learning process. The need for more research into the role of the teacher in increasing emotional literacy, as obtained from the participants themselves, is one of the recommendations. Another recommendation is that Circle use in the Maltese Islands is a research area which necessitates further study. Participants also recommended continuous teacher training on Circle formation as necessary to continue to help students to enhance their emotional literacy skills.