Lifelong education for older adults in Malta: Current trends and future visions

With European demographic developments causing a decline of the available workforce in the foreseeable future and the unsustainability of dominant pay-as-you-go pension systems (where contributions from the current workforce sustain pensioners), governments need to come up with strategies to deal with this upcoming challenge and to adjust their policies. Based on a study carried out between September 2009 and May 2010, this article evaluates the policies guiding late-life education in Malta, as well as the local plethora of learning opportunities for older adult education, and participation rates. The Maltese government is committed to supporting the inclusion of older persons (aged 60+) in lifelong education policies and programmes, to the extent that local studies have uncovered a recent rise in the overall participation of older adults in formal, non-formal and informal areas of learning. While the present and future prospects for late-life education in Malta seem promising, a critical scrutiny of present ideologies and trends finds the field to be no more than seductive rhetoric. Though the coordination of late-life education in Malta does result in various social benefits to older learners and Maltese society in general, it also occurs within five intersecting lines of inequality ?C namely an economic rationale, elitism, gender bias, the urban-rural divide and third ageism. This article ends by proposing policy recommendations for the future of late-life education.     

博洛尼亚进程下马耳他高等教育国际化发展策略探析

当前,马耳他仅有一所大学和两所职业型高等院校,属双轨制高等教育体系。微型国家与地区不是巨型国家的“缩小版本”,有其自身的独特性。高度的外部依赖性使微型国家与地区高等教育系统呈现出微型开放的特征。因而,国际化是马耳他高等教育发展的重要战略,而博洛尼亚进程是马耳他高等教育国际化发展的驱动力。     

Attitudes of a sample of English,Maltese and German teachers towards media education

Media education forms part of the National Minimum Curriculum of England, Malta and Germany. Teacher training courses differ greatly in how teachers are prepared to teach media education. In this paper we shall investigate the attitudes of a sample of teachers trained in England, Malta and in Germany towards their perceived importance of media education and the teachers' preparedness to teach the subject. This preliminary study had a sample of 132 participants, 33 teachers from England, 47 from Germany and 52 teachers from Malta. The tool used to collect data was an online questionnaire. The results show that teachers taking part in this study were not given enough training, or any training at all to be able to teach media education with the result that they do not feel sufficiently prepared to teach the subject. It is suggested by the authors that media education becomes a compulsory component of the initial teacher training courses as well as advanced training for teachers.     

Mediamix: a Maltese experience of educational media

Joseph Mifsud is lecturer in education at the Faculty of Education at the University of Malta. He teaches courses in classroom management techniques using audio‐visual and micro‐teaching resources. He has produced videos on classroom ecology at the University of Padua in Italy and on educational management at the School of Education, Queen's University of Belfast, N. Ireland. He was also invited speaker to various media forums in Malta and in Italy. He has taken part in Council of Europe meetings and UNESCO projects on various areas of teacher training and education.     

关于批判性思维教育和高等教育改革关系的思考

批判性思维教育和高等教育改革二者互促共进.一方面,批判性思维是全球化、多元化、信息化时代背景下高等教育改革的重要目标,也是高校课程改革的必然要求,对大学生的主动、全面、继续发展和有效学习都具有重要意义,有利于防止高校课程改革仅停留在表面活跃的浅层次上.另一方面,高等教育改革推动批判性思维的课程化为批判性思维教育积累丰富...     

French second-language teacher candidates’ positions towards Allophone students and implications for inclusion

In Canada, there is a rising population of K-12 students who speak neither French nor English at home, and who are sometimes expected to learn both of the country’s official languages in school. Applying the lenses of critical theory and positioning theory, this study uses questionnaire and interview data to frame considerations to explore how teacher candidates in French second-language (FSL) teacher education programmes across Canada position these Allophone students and their learning needs over the course of their year in teacher education. Findings showed mostly positive attitudes towards the students, and in some cases, apparent small changes in their perceptions of Allophone students in FSL classes but also revealed some uncertainty about the extent to which these positive positions led to recognition of the unique learning needs of this student population. Such findings raise questions about the potential for true inclusion of these students within the learning environment.     

Action research on the changing roles of the instructors and the learners

Conclusion Technology advancement is shifting our education paradigm. The role of the instructor is changing from an information-giver to a facilitator. Students no longer passively receive information but may become instructional resources in class. Given opportunities, they may be self-learners and self-trainers. In a multimedia course, the instructor employed teaching methods allowing her to be a facilitator and her students to be self-learners. It was discovered that the course motivated students; fostered active, meaningful, and constructive learning; enhanced critical thinking skills; and increased students’ confidence. Class observations, interviews, and student feedback revealed that the new teaching methods and new role of the instructor had a positive impact on student learning. As a university professor in Instructional Technology, the author might have experienced the education paradigm shift and its impact on the role of an instructor earlier or faster than instructors of other subject areas might. However, the new paradigm is expected to spread widely in education. As NCATE stated in 1997, teachers need to develop a new understanding, new attitude, new approach, and new role. Every instructor should be open to the changes and explore the possibility of creating a learning community in which instructors, students, and community members may contribute, benefit, and generate meaningful learning experiences. One can only look forward to participating in the dynamic learning and expect its positive impact on our society.     

Not Your Usual Maths Course: critical mathematics education for adults

This article describes an action research project that investigated which features of critical theory were useful for teaching everyday mathematics in an evening course for adults. Paulo Freire's philosophy of education and Jürgen Habermas’ theory of knowledge interests are among the main influences on exponents of critical mathematics education such as Ole Skovsmose and Marilyn Frankenstein. Through the use of dialogical processes and critical reflection, students engage in social and political issues in their lives or communities and, as a result of their increased consciousness and mathematical learning, take “transforming action”. This study highlights the value of learning in a positive environment, through dialogical processes and critical questioning. Participants of the study were able to overcome barriers to learning mathematics; engage in everyday issues involving mathematics; and make changes to the way they dealt with mathematics, as a result of increased critical consciousness.     

Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice,Theory and Research

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject‐matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship between critique and negativity. Such a distinction is relevant for the practical, theoretical and research‐oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical.     

Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts

This study examines theoretical principles and models of music education to promote interpersonal and social relations. It focuses on the primary and secondary stages of education in Spain. To this end, relevant national and international figures in education, music or critical thinking were consulted. Their responses to the consultation were treated qualitatively. The results highlight the need to promote participatory activity and to design alternative proposals for music learning that invite the student to gain positive musical experiences. This will help to recognise different musical identities, promote intercultural musical diversity and encourage positive coexistence in and beyond the music classroom.     

Developing emerging leaders using professional learning conversations

Leadership in learning and teaching is a strategic priority for Australian universities, in that it is critical for improving the quality of higher education. Opportunities for academic staff to prepare for such leadership, especially during the early phases of their career, are not well embedded. This article reports on the implementation of a leadership development program for emerging leaders of learning and teaching in higher education that developed and utilised a professional learning conversation protocol. The results demonstrate that participating in the conversations had a range of positive outcomes for participants and the organisation in which the program was offered.     

The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

ABSTRACT

In the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.     

Lesson study: A collaborative approach to scholarship for teaching and learning in higher education

The Scholarship of Teaching and Learning has become an important field of inquiry, focusing on the development of new and critical pedagogic approaches in higher education. It is a broad field leading to the emergence of a number of contrasting perspectives concerning the development of insights into teaching and learning. In this article, we explore the potential for Lesson Study to act as a framework for reflecting on and developing pedagogic practice in the university sector. Originating in Japan over a century ago, Lesson Study is a collaborative tool for analysing and developing understanding of student learning. This makes it an ideal tool for capturing and interrogating new and critical insights into teaching and learning. An outline framework is suggested for developing the use of Lesson Study in higher education and we discuss how it can form a positive methodology for extending the work of the Scholarship of Teaching and Learning.     

Spotlight on the Shift to Remote Anatomical Teaching During Covid-19 Pandemic: Perspectives and Experiences from the University of Malta

Covid-19 has spread globally, affecting all nations. Preventive measures were implemented by governments including the closure of universities. The aim of this study was to evaluate the student's perspectives and experiences on the shift to remote preclinical medical education while inquiring whether there has been any psychological impact on the students. A customized questionnaire utilizing Likert-scale-based questions and the Generalized Anxiety Disorder-7 assessment tool was distributed online to enrolled preclinical medical students at the Faculty of Medicine and Surgery at the University of Malta. Quantitative and qualitative analyses of the data gathered was carried out. Multivariate logistic regression analyses was performed to establish independent variables associated with anxiety symptoms. A total of 172 responded out of a cohort of 299 preclinical students (58%). The majority perceived a positive learning experience following the shift to remote lectures, however, it was not the case for small group teaching including dissection sessions. Nonetheless students reported concerns about their education, examinations, progression to next academic year and wellbeing. Less than half the students exhibited symptoms of anxiety. Students exhibiting “moderate” worry (OR:7.6; CI 95%:1.98–29.31; P < 0.01) and “severe” worry (OR: 2.0; CI 95%: 5.0–80.5; P < 0.01) on their mental, emotional, and wellbeing due to Covid-19 were associated with anxiety symptoms after adjusting for cofounders. Apart from the short-term effects, the Covid-19 pandemic may have a long-term impact on both the medical education and the students' future careers. It is important that the implemented changes in medical education are recorded and studied since such data will be essential on how to proceed post-Covid-19 pandemic.     

Does higher education foster critical and creative learners? An exploration of two universities in South Korea and the USA

This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning.     

Not Critical Enough? Black Women Raise Challenges for Critical Management Learning

The aspirations of critical management learning are individual and societal transformation, with hopes for non-hierarchical learning communities. This article reflects on the experiences of running a critical management development programme with managers from diverse backgrounds, presenting six case studies of black women, whose experiences raise challenges for the liberatory intentions of critical management learning. Some found the programme positive, but others found it disempowering. In seeking to understand these experiences, and the differences between them, feminist pedagogy provides insights into gendered power relations which critical education neglects. However, for a business school context, with a widely diverse student group, it is argued that deeper insights are offered within anti-racist pedagogy and the concept of habitus.     

Student interactions at a college canteen: a critical perspective

Much has been written about the style of lecturing that is adopted by lecturers in institutions of further and higher education. However, little has been written about interactions that take place in the informal settings of college and university campuses. Using an ethnographic approach, this paper presents an exploration of how students at the Malta College of Arts, Science and Technology (MCAST), a post-secondary vocational college in Malta, further enable themselves to progress through a programme of studies by interacting at the college canteen. By employing an ethnographic methodology, based on participant-observation and unstructured spontaneous interviewing, the study explores, in a holistic way, different ways that students at MCAST experience student life and use the canteen as a space to give added meaning to the time they spend in this educational setting.     

大学英语教材中人文精神探讨

人文精神反映了人的内在价值观和社会的普遍正义,是大学英语教学的灵魂。培养学生审美情趣,加强人文精神和人文内涵的塑造,需要教师在教学实践中充分挖掘教材中丰富的人文资源,培养学生思辨能力,激发潜能,形成健康的人生观和积极的人生态度。