MAEL 206 - IFE

MAEL 206
The Leadership of Effective Pedagogy

ECTS Value: 5 ECTS

Contact Hours: 25

Self Study Hours: 70

Assessment Hours: 30

Overall Objectives and Outcomes

This study unit sets out to help Educational Leaders use their leadership role and skills in order to lead a more effective pedagogical experience in the Educational Institutions they are responsible for.

By the end of this programme, participants should be able to:

Competences

a. Critically reflect on their practice as educational leaders;
b. Conduct a SWOT analysis to help them build upon the strengths of their educational institution, identify weaknesses and threats and capitalise on opportunities at hand to steer their institution to a path of continuous development and growth;
c. Direct their learning pathway to areas that will help them, as educational leaders, be in a better position to have a positive impact on the pedagogical culture of their education institution;

d. Bring about meaningful and sustained improvements in teaching and learning across the educational organisation, s/he works in, through the use of various vehicles and in line with practices in similar organisations abroad.

Knowledge

a. Demonstrate different views on and definitions of pedagogy;
b. Display insights on the pedagogical culture in Maltese Educational Organisations;
c. Critically assess ongoing debates related to pedagogy in the local sphere;
d. Comprehensively identify the current pedagogical policy in Malta;
e. Critically review programmes and initiatives which are shaping pedagogy in Malta;

f. Comprehend how leaders in other educational systems seek to develop their pedagogy.

Skills

a. Select high-level readings – literature written in a critical and nuanced way, underpinned by solid, convincing arguments and built on robust data – that are relevant to the notion they are studying;
b. Systematically understand key concepts related to effective pedagogy;

c. Systematically and creatively deal with complex issues related to pedagogy.

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Suggested Readings

Core Reading List

1. Siraj, I. & Taggart, B. (2014); Exploring Effective Pedagogy in Primary Schools: Evidence from Research. Pearson. London

2. James, M. & Pollard, A. (2011) TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact, Research Papers in Education, 26:3, 275-328, DOI: 10.1080/02671522.2011.590007

Supplementary Reading List

1. Alexander, R.J. (2004); Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), 7–33.
2. Cutajar, M. (2007); Educational Reform in the Maltese Islands. Journal of Maltese Education Research, 5(1), 3-21.
3. Dale, R. (2009); Pedagogy and cultural convergence. In H. Daniels, H. Lauder & J. Porter (Eds.), Educational Theories, Cultures and Learning: A Critical Perspective, (pp. 27-38). New York: Routledge.
4. Darmanin, M. (1990); Maltese Primary School Teachers’ Experience of Centralised Policies. British Journal of Sociology of Education, 11(3), 275-308.
5. Fenech, J. (1991); Laying the Foundations for Cultures of Teaching. Education (Malta), 4(2), 2-8.
6. Fenech, J. (1991); Primary curriculum development and evaluation in Malta: the current situation. In C. Farrugia (Ed.), A National Minimum Curriculum for Malta: proceedings of the Maltese workshop on the National Minimum Curriculum for the primary level, (pp. 35-45). Malta: The University of Malta, The Foundation for International Studies and The Ministry of Education.
7. Freire, P. (1972); Pedagogy of the oppressed. New York: Herder and Herder.
8. Hamilton, D. (2009); Blurred in translation: Reflections on pedagogy in public education. Pedagogy, Culture & Society, 17(1), 5–16.
9. Leach, J. & Moon, B. (2008); The Power of Pedagogy. London: SAGE publications Ltd.
10. Murphy, P. (1996); Defining Pedagogy. In P.F. Murphy & C.V. Gipps (Eds.), Equity in the Classroom: Towards Effective Pedagogy for Girls and Boys, (pp. 28-39). UNESCO.
11. Peresso, R. (2016); “Malta+5: Insights on the Pedagogical Culture in Maltese Primary Schools Through International Comparisons” in Hallitzky M, Rakhkochkine A, KochPriewe B, Störtländer JC, & Trautmann M; (Editors), Comparative Research into Didactics and Curriculum – National and International Perspectives, (pp. 231-9). Bad Heilbrunn: Klinkhardt.
12. Peresso, R. (2016); “Riding on the back of a giant: adding Malta to the 5 Cultures study by Robin Alexander” in Compare: A Journal of International and Comparative Education. DOI: 10.1080/03057925.2016.1253457
13. Sahlberg, Pasi. (2015); Finnish lessons 2.0: what can the world learn from educational change in Finland? New York: Teachers College Press.
14. Thiessen, D., Campell, E., Gaztambide-Fernandez, R., Niyozov, S., Anwaruddin, S., Cooke, C. & Gladstone, L. (2013); Perspectives on Pedagogy. Curriculum Inquiry, 43(1), 1-13.