Please use this identifier to cite or link to this item:
|Title:||Creating inclusive environments : a supportive learning climate for children at the Society of Christian Doctrine in Malta|
|Other Titles:||Responding to student diversity teacher education and classroom practice|
Bartolo, Paul A.
|Keywords:||Inclusive education -- Malta|
Catholic Church -- Doctrines
Society of Christian Doctrine (Malta)
|Publisher:||University of Malta. Faculty for Education|
|Citation:||Mizzi, E., & Bartolo, P. A. (2007). Creating inclusive environments: a supportive learning climate for children at the Society of Christian Doctrine in Malta. In P.A. Bartolo, A. Mol Lous, & T. Hofsäss (Eds.), Responding to student diversity teacher education and classroom practice (pp.1-28). Msida: Malta.|
|Abstract:||This paper is part of a larger study aimed at exploring how instructors of catechism at informal learning centres of the Society of Christian Doctrine in Malta respond to the diversity of their learners (Mizzi, 2007). Using a qualitative research design, six catechists and three children from classes in six different centres responded to semi-structured interviews on how they responded to the individual needs of their learners. Each catechist was also observed teaching in three lessons. Data analysis yielded seven key themes. One of these was that they created a supportive learning environment in their classes. This was characterised by a feeling of a sense of community where involvement was expected from all and personal relationships, humour and affect were cultivated, and by a harmonious and ‘safe’ climate. This was described as being in contrast to what some catechists experienced in the formal situation of schools where four of them were also teachers.|
|Appears in Collections:||Scholarly Works - FacSoWPsy|
Files in This Item:
|Creating_inclusive_environments_a_supportive_learning_climate_for_children_at_the_Society_of_Christian_Doctrine_in_Malta.pdf||113.7 kB||Adobe PDF||View/Open|
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.