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<https://discovery.ucl.ac.uk/id/eprint/10021535> <http://purl.org/dc/terms/title> "Preparation and competence of intending and beginning teachers in Malta"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10021535> <http://purl.org/ontology/bibo/abstract> "The transition from training to practice and the early years of their career have been\nconsidered to be a major influence on teachers' professional behaviour. This transition\nmay be particularly difficult in Malta because of the lack of professional support\nprovided to teachers in their beginning years of teaching.\nThe first section of the thesis traces the historical context of teacher education in Malta.\nA description of the Maltese system in the context of models of teacher education is\nfollowed by a review of the major issues in initial teacher education. The first years of\nteaching and the problems encountered by beginning teachers are discussed in the\nsection dealing with the transition from training to practice. A case is made for the role\nplayed by perceptions of preparation and competence in teacher efficacy.\nThe second section of the thesis investigates the relationship between the training\nexperience and teaching competence as viewed by intending and beginning teachers.\nThe relationship between perceived levels of preparation and competence is determined\nthrough a survey conducted amongst the whole population of final year students and\nrecent graduates of the B.Ed. (Hons) degree course run by the Faculty of Education of\nthe University of Malta.\nTeaching skills included in the survey are those which deal with the teaching of specific\nsubject areas of the school curriculum, general teaching skills specific to the classroom\nsituation and those which involve wider pastoral and interpersonal skills. The interplay\nbetween perceptions of preparation and competence for both student and beginning\nteachers is examined. The beginning teachers' competence in the teaching skills\nspecific to the classroom situation and the teaching of the subject areas of the school\ncurriculum is closely related to their preparation. Those skills which involve wider\npastoral and interpersonal skills seem to stem more from their classroom experience\nthan from the preparation they have received. Perceptions of preparation change with\nincreasing experience, as does teachers' sense of competence in different aspects of the\ntask. There was, however, little evidence for a 'Curve of Disenchantment'. A\ntypology of the perceived competence of beginning teachers is identified. In the third section of the thesis a small observational study of the recent graduates of\nthe teacher education course who were teaching in Primary schools, is presented. It\ndemonstrates that the typology of perceived competence of the larger survey work is\nuseful in distinguishing between teachers with different patterns of teaching behaviour.\nThis study showed that a high level of perceived competence was related to certain\npatterns of classroom behaviour known to foster achievement gains in pupils.\nIn the light of the findings on preparation and competence, suggestions for further\nresearch and for ways of supporting beginning teachers are put forward."^^<http://www.w3.org/2001/XMLSchema#string> .
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