Teacher in-service provision in Malta : comparative perspective
M.A.COMP.EURO MED.ED.STUD. The in-service education and training (INSET) of teachers refers to those conscious and planned learning initiatives that teachers choose to engage in during the course of their career. The organisation of its provision is very heterogeneous in nature and education systems...
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ftunivmalta:oai:www.um.edu.mt:123456789/72775 2023-05-15T16:50:43+02:00 Teacher in-service provision in Malta : comparative perspective Attard Tonna, Michelle (2008) 2008 https://www.um.edu.mt/library/oar/handle/123456789/72775 en eng University of Malta Euro-Mediterranean Centre for Educational Research Attard Tonna, M. (2008). Teacher in-service provision in Malta : comparative perspective (Master's dissertation). https://www.um.edu.mt/library/oar/handle/123456789/72775 info:eu-repo/semantics/restrictedAccess The 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. Employees -- Training of -- Malta Teachers -- In-service training -- Malta Education -- Malta masterThesis 2008 ftunivmalta 2021-10-16T18:04:10Z M.A.COMP.EURO MED.ED.STUD. The in-service education and training (INSET) of teachers refers to those conscious and planned learning initiatives that teachers choose to engage in during the course of their career. The organisation of its provision is very heterogeneous in nature and education systems are increasingly searching for innovative ways which contribute to making this learning process more effective. This research project involves a study of the local provision of INSET, together with a comparative approach to how this is organised within and across other different contexts. Special emphasis is dedicated to four European countries, namely France, Germany, Iceland and Sweden. The way teachers learn and construct their learning experiences shape the theoretical framework of the discussion, which explores issues like teachers' definition of and disposition to INSET and an understanding of how different INSET frameworks are related to their effectiveness. The empirical research conducted in the local context sheds light on how the local authorities are devising policies in this regard and how teachers, and teacher educators, are making sense of these policies. A number of considerations, drawn from this discussion, concern the way INSET provision can be enhanced for future generations of teachers. N/A Master Thesis Iceland University of Malta: OAR@UM |
institution |
Open Polar |
collection |
University of Malta: OAR@UM |
op_collection_id |
ftunivmalta |
language |
English |
topic |
Employees -- Training of -- Malta Teachers -- In-service training -- Malta Education -- Malta |
spellingShingle |
Employees -- Training of -- Malta Teachers -- In-service training -- Malta Education -- Malta Attard Tonna, Michelle (2008) Teacher in-service provision in Malta : comparative perspective |
topic_facet |
Employees -- Training of -- Malta Teachers -- In-service training -- Malta Education -- Malta |
description |
M.A.COMP.EURO MED.ED.STUD. The in-service education and training (INSET) of teachers refers to those conscious and planned learning initiatives that teachers choose to engage in during the course of their career. The organisation of its provision is very heterogeneous in nature and education systems are increasingly searching for innovative ways which contribute to making this learning process more effective. This research project involves a study of the local provision of INSET, together with a comparative approach to how this is organised within and across other different contexts. Special emphasis is dedicated to four European countries, namely France, Germany, Iceland and Sweden. The way teachers learn and construct their learning experiences shape the theoretical framework of the discussion, which explores issues like teachers' definition of and disposition to INSET and an understanding of how different INSET frameworks are related to their effectiveness. The empirical research conducted in the local context sheds light on how the local authorities are devising policies in this regard and how teachers, and teacher educators, are making sense of these policies. A number of considerations, drawn from this discussion, concern the way INSET provision can be enhanced for future generations of teachers. N/A |
format |
Master Thesis |
author |
Attard Tonna, Michelle (2008) |
author_facet |
Attard Tonna, Michelle (2008) |
author_sort |
Attard Tonna, Michelle (2008) |
title |
Teacher in-service provision in Malta : comparative perspective |
title_short |
Teacher in-service provision in Malta : comparative perspective |
title_full |
Teacher in-service provision in Malta : comparative perspective |
title_fullStr |
Teacher in-service provision in Malta : comparative perspective |
title_full_unstemmed |
Teacher in-service provision in Malta : comparative perspective |
title_sort |
teacher in-service provision in malta : comparative perspective |
publisher |
University of Malta |
publishDate |
2008 |
url |
https://www.um.edu.mt/library/oar/handle/123456789/72775 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
Attard Tonna, M. (2008). Teacher in-service provision in Malta : comparative perspective (Master's dissertation). https://www.um.edu.mt/library/oar/handle/123456789/72775 |
op_rights |
info:eu-repo/semantics/restrictedAccess The 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. |
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