Year 1 teachers’ preparedness for learners with different learning profiles

Abstract

The aim of this research is to investigate Year 1 teachers’ preparedness to teach learners with different learning profiles. The study is based on qualitative methodological approach. Ten teachers, from six primary State schools around Malta with varying levels of experience, were observed and interviewed. The interviews were semi-structured. Only six teachers out of the ten who participated in this study had read for a degree in early years or primary education. Albeit primary teachers have many opportunities to attend voluntary courses which can enhance their performance in class, only four teachers mentioned their attendance of such courses throughout their careers. Teachers identified a very diverse range of learning populations related to pupil social background, pupil ability, pupil impairment and other conditions. Overall teachers found children with challenging behaviour the most difficult to teach. Lower achievement or learning difficulties were not in themselves as problematic as challenging behaviour. Despite not having adequate training on how to deal with mixed ability classes, it was clear that the majority of the teachers were trying their best to implement an inclusive environment such as through differentiated instruction, seating arrangements, and the use of the interactive whiteboard. Both the Initial Teacher Education and the Continuing Professional Development throughout teachers’ careers are important so that they enhance teachers’ performance in meeting the needs of all learners in today’s diverse classrooms.