Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/72063
Title: Teachers' and students' attitudes towards progressive teaching strategies
Authors: Agius, Claire (2003)
Magri, Caroline (2003)
Keywords: Education, Primary -- Malta
Progressive education -- Malta
Education -- Philosophy
Issue Date: 2003
Citation: Agius, C., & Magri, C. (2003). Teachers' and students' attitudes towards progressive teaching strategies (Bachelor's Dissertation).
Abstract: The new National Minimum Curriculum that established the use of progressive teaching strategies and the child-centred approach helped us to discover those limits that impinge on teachers the implementation of this Curriculum in our Maltese classrooms. Hence our research is based upon the teachers' attitudes towards the progressive teaching strategies and the affects that these strategies have upon children. An introduction of this dissertation was devised in order to present the problem that we encountered in the junior years within our Educational System as well as to forward the aim of our study. The second chapter provides a description of the methodology used for our study which was based on a qualitative research. Throughout this research we focused mainly on the observations and questionnaires completed in Church, State and Independent schools. In the literature review, we indicated the differences that educational theorists and researchers such as Dewey, Freire and Shor have given in relation to the traditional and progressive approaches. As a result their work contributed to analyse the teachers' and students' attitudes towards the learning environment, the teaching strategies' influence on the learning outcome and the problems that teachers can encounter while teaching. To put it briefly while comparing the findings with the literature review we discovered that the need for change was necessary in our schools. These results were also associated with the National Minimum Curriculum principles that the teachers should implement in their classrooms. In the conclusion we pointed out that teachers can benefit from both approaches to create a successful learning environment.
Description: B.ED.(HONS)
URI: https://www.um.edu.mt/library/oar/handle/123456789/72063
Appears in Collections:Dissertations - FacEdu - 1953-2007

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