Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/8952
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dc.date.accessioned2016-03-15T10:05:33Z
dc.date.available2016-03-15T10:05:33Z
dc.date.issued2013
dc.identifier.urihttps://www.um.edu.mt/library/oar//handle/123456789/8952
dc.descriptionB.ED.(HONS)en_GB
dc.description.abstractThe main aim of this study is to explore whether initial student teacher expectations about various aspects of their profession change once they start teaching on a full-time basis. This mixed methods study involved an initial questionnaire with the fourth year B.Ed. (Hons) Primary Education cohort (2008-2012) which was followed by another questionnaire involving the same cohort once they had graduated, to explore the realities of schools and whether their expectations matched the actual reality. A number of interviews to eight of the participants were conducted with the aim to explore in greater detail the findings of the questionnaires with specific reference to the induction phase. My research findings indicate that the B.Ed. (Hons) Primary Education course is failing to equip the prospective teachers with all the knowledge and skills needed to face the realities of schools. Furthermore, the study also revealed several shortcomings in the teacher induction programme being provided to newly-qualified primary teachers. Thus, there is a clear need to improve the current pre-service teacher education programme, induction programme and professional development on several fronts.en_GB
dc.language.isoenen_GB
dc.rightsinfo:eu-repo/semantics/restrictedAccessen_GB
dc.subjectTeachers -- Psychologyen_GB
dc.subjectCareer development -- Maltaen_GB
dc.subjectWork ethic -- Maltaen_GB
dc.titleDo expectations match reality? : exploring teachers' expectations before and after graduationen_GB
dc.typebachelorThesisen_GB
dc.rights.holderThe copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder.en_GB
dc.publisher.institutionUniversity of Maltaen_GB
dc.publisher.departmentFaculty of Educationen_GB
dc.description.reviewedN/Aen_GB
dc.contributor.creatorMagri, Stephanie
Appears in Collections:Dissertations - FacEdu - 2013

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