Exploring educators' dispositions to pedagogical transformation in Malta by using evidence from the Scottish experience: a comparative study

Abstract

This thesis aims to explore the educators’ dispositions to a possible pedagogical transformation once an outcome-based curriculum is implemented in the Maltese education system. It was important to understand the dispositions of different stakeholders in the education system in order to better explore the research under study. Since other countries have already adopted an outcome-based curriculum, a desk research between Malta and Scotland was carried out to deepen knowledge on the subject. In this research two types of data were collected. The empirical data was collected via a qualitative method through interviews with teachers and members of the Senior Management Team from the three sectors in Malta, i.e. state, church and independent. Interviews with two policy makers and a member of the Malta Union of Teachers were also carried out, in order to enhance the comparative aspect in this research. Desk research was carried out through analysing different documents and policies which were available online and were also compared to the empirical data. To interpret the data collected, the grounded theory approach was used, which was later analysed through an interpretive theoretical framework. It was important to understand a group of people and get a deep understanding of their thoughts in order to explore better their dispositions regarding the implementation of the new curriculum. After analysing the data, it was found that there are several concerns which the educators under study are facing in the possible implementation of a new framework. However, it was ultimately agreed that such an approach is beneficial for the students. This thesis also includes various suggestions from all the participants under study on how teachers can collaborate in a professional learning community and on how teachers should be trained.