Exploring beginning teachers' perceptions of their preparation and professional development in Malta

Abstract

The Maltese Government, being concerned about the quality of school education, is attempting to increase teacher effectiveness and student learning. To achieve these goals, it is argued, that current in-service programmes need to be improved and focused, especially by giving due attention to the induction phase. The important phase of induction within the professional development continuum for teachers is lacking. Schools need to devise appropriate professional induction seminars and workshops for new teachers to extend their professional knowledge and skills acquired during the pre-service stage. As such a number of discussion documents, research studies and papers have and are being written in order to provide the authorities with the appropriate data on which to base future educational policies in relation to teacher preparation and induction schemes. This paper explores the perceptions of primary and secondary school teachers who are currently in their induction phase (i.e. their first three years after graduation). It reports the views of around three cohorts (approximately 300 teachers) about two main areas: teacher preparation and professional development. The methodological approach adopted was a questionnaire survey followed by in-depth interviews of around 18 teachers. Through this study we hope to shed light on ways and means of improving the current B.Ed (Hons) teacher education programme and also point out how teachers feel once they are full-time graduates. This will provide direction as to how the education authorities, the respective teacher training institutions and schools in particular can support beginning teachers. The essential link between pre-service and continuing professional development is explored and identified as key to quality improvements at the school level. New teacher induction schemes for the Maltese education system are discussed.