{"id":{"repo_id":"malta","oai_identifier":"oai:www.um.edu.mt:123456789/66557"},"canonical_url":"https://search.dev.ndltd.org/etd/malta/oai:www.um.edu.mt:123456789/66557","repository":{"repo_id":"malta","name":"University of Malta","base_url":"https://www.um.edu.mt/library/oar/oai/request"},"display":{"title":"The primary component : initial teacher training","abstract":"The main objective of this dissertation was to determine whether the primary component within initial teacher training, known as the Early and Middle Years (EMY) programme, is adequately preparing prospective teachers to teach in the primary sector. The study was conducted in May 1996 and was carried out by equally distributing 400 questionnaires amongst B.Ed (Hons.) students of the second, third and fourth year and also to newly graduate teachers. The questionnaire was specifically designed in order to present the students and graduates with an opportunity to evaluate their course, relate their comments, and discuss the concerned issues. Thus, the students' and graduates' perceptions of the primary component were the basis of all judgments and conclusions. It should be pointed out, however, that the recruitment of new staff within the faculty and a reorganisation of the programme has taken place shortly after our study had been completed. Through the analysis of data, it was revealed that the majority of the students and graduates feel that the EMY programme is not offering the necessary 'technical' requisites to become a primary teacher. Although there were students and graduates who expressed positive comments, the main flow of the respondents considered the programme as too theoretical. Consequently, conclusions recommend a more coherent balance between theory and practice where priority should be given to practical units whose content must be linked to realistic teaching situations.","abstract_html":"The main objective of this dissertation was to determine whether the primary component within initial teacher training, known as the Early and Middle Years (EMY) programme, is adequately preparing prospective teachers to teach in the primary sector. The study was conducted in May 1996 and was carried out by equally distributing 400 questionnaires amongst B.Ed (Hons.) students of the second, third and fourth year and also to newly graduate teachers. The questionnaire was specifically designed in order to present the students and graduates with an opportunity to evaluate their course, relate their comments, and discuss the concerned issues. Thus, the students' and graduates' perceptions of the primary component were the basis of all judgments and conclusions. It should be pointed out, however, that the recruitment of new staff within the faculty and a reorganisation of the programme has taken place shortly after our study had been completed. Through the analysis of data, it was revealed that the majority of the students and graduates feel that the EMY programme is not offering the necessary 'technical' requisites to become a primary teacher. Although there were students and graduates who expressed positive comments, the main flow of the respondents considered the programme as too theoretical. Consequently, conclusions recommend a more coherent balance between theory and practice where priority should be given to practical units whose content must be linked to realistic teaching situations.","abstract_has_math":false,"creators":[],"institution":"University of Malta","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1997,"date_issued":"1997","date_published":"1997","updated_at":"2026-07-27T20:12:39Z","subjects":["Education, Primary -- Malta","Teachers -- Training of -- Malta","Education -- Malta"],"languages":["en"],"rights":["info:eu-repo/semantics/restrictedAccess"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://www.um.edu.mt/library/oar/handle/123456789/66557","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-01-04T08:20:07Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-01-04T08:20:07Z"]},{"key":"dc:date.issued","label":"Date","values":["1997"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Faculty of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Malta"]},{"key":"dc:type","label":"Dc Type","values":["bachelorThesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Primary -- Malta","Teachers -- Training of -- Malta","Education -- Malta"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["info:eu-repo/semantics/restrictedAccess"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://www.um.edu.mt/library/oar/handle/123456789/66557"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["B.ED.(HONS)"]},{"key":"dc:description.abstract","label":"Abstract","values":["The main objective of this dissertation was to determine whether the primary component within initial teacher training, known as the Early and Middle Years (EMY) programme, is adequately preparing prospective teachers to teach in the primary sector. The study was conducted in May 1996 and was carried out by equally distributing 400 questionnaires amongst B.Ed (Hons.) students of the second, third and fourth year and also to newly graduate teachers. The questionnaire was specifically designed in order to present the students and graduates with an opportunity to evaluate their course, relate their comments, and discuss the concerned issues. Thus, the students' and graduates' perceptions of the primary component were the basis of all judgments and conclusions. It should be pointed out, however, that the recruitment of new staff within the faculty and a reorganisation of the programme has taken place shortly after our study had been completed. Through the analysis of data, it was revealed that the majority of the students and graduates feel that the EMY programme is not offering the necessary 'technical' requisites to become a primary teacher. Although there were students and graduates who expressed positive comments, the main flow of the respondents considered the programme as too theoretical. Consequently, conclusions recommend a more coherent balance between theory and practice where priority should be given to practical units whose content must be linked to realistic teaching situations."]},{"key":"dc:title","label":"Title","values":["The primary component : initial teacher training"]}]}],"canonical_facts":{"dc:date.accessioned":["2021-01-04T08:20:07Z"],"dc:date.available":["2021-01-04T08:20:07Z"],"dc:date.issued":["1997"],"dc:description":["B.ED.(HONS)"],"dc:description.abstract":["The main objective of this dissertation was to determine whether the primary component within initial teacher training, known as the Early and Middle Years (EMY) programme, is adequately preparing prospective teachers to teach in the primary sector. The study was conducted in May 1996 and was carried out by equally distributing 400 questionnaires amongst B.Ed (Hons.) students of the second, third and fourth year and also to newly graduate teachers. The questionnaire was specifically designed in order to present the students and graduates with an opportunity to evaluate their course, relate their comments, and discuss the concerned issues. Thus, the students' and graduates' perceptions of the primary component were the basis of all judgments and conclusions. It should be pointed out, however, that the recruitment of new staff within the faculty and a reorganisation of the programme has taken place shortly after our study had been completed. Through the analysis of data, it was revealed that the majority of the students and graduates feel that the EMY programme is not offering the necessary 'technical' requisites to become a primary teacher. Although there were students and graduates who expressed positive comments, the main flow of the respondents considered the programme as too theoretical. Consequently, conclusions recommend a more coherent balance between theory and practice where priority should be given to practical units whose content must be linked to realistic teaching situations."],"dc:identifier.uri":["https://www.um.edu.mt/library/oar/handle/123456789/66557"],"dc:language.iso":["en"],"dc:publisher.department":["Faculty of Education"],"dc:publisher.institution":["University of Malta"],"dc:rights":["info:eu-repo/semantics/restrictedAccess"],"dc:subject":["Education, Primary -- Malta","Teachers -- Training of -- Malta","Education -- Malta"],"dc:title":["The primary component : initial teacher training"],"dc:type":["bachelorThesis"]},"updated_at":"2026-07-27T20:12:39Z"}