Approaches to early literacy and learning : a comparative study of the beliefs and practices of novice and experienced teachers in Malta

Abstract

This study investigates the beliefs and instructional practices of novice and experienced early years teachers teaching Year 1 and Year 2 in Maltese primary schools. Ten participants teaching in schools from the three school sectors shared their insights on literacy education, particularly the teaching of reading in English. A qualitative research methodology, incorporating an online questionnaire, lesson observations, and semi-structured interviews, facilitated a comparative analysis between the two teacher groups. Framed by cognitive and sociocultural theories of literacy development within a constructivist-interpretive paradigm, the research explores the alignment between early years teachers’ stated beliefs and classroom practices, and how teaching experience shapes these dynamics. The findings indicate that both novice and experienced teachers prioritise fostering a love for reading and advocate for a balanced approach, integrating phonics and whole-language methods. However, rigid curricular mandates and institutional policies often constrain teachers’ ability to address diverse classroom needs. This highlights the necessity for greater flexibility in schools, enabling teachers to adapt instructional methods to support student learning better. Additionally, the study emphasises the pivotal role of school leadership and literacy support services in fostering professional growth. It underscores the need for targeted teacher training in literacy instruction and continuous professional development that bridges theoretical knowledge and practical application. Despite its small scale, the study provides valuable insights into the early literacy practices in Malta and underscores the importance of adapting instructional approaches to enhance literacy outcomes for young learners.