Maltese primary classrooms : uncharted territory : a blueprint for classroom observation

Abstract

Maltese primary classrooms are by and large uncharted territory. Very few Maltese researchers have taken the plunge to enter into primary classrooms, observe, and analyse the teaching that occurs there. Assuming that this lacuna is not due to a lack of interest in the subject matter, but rather to the methodological challenges such studies involve, this paper proposes a tried and tested framework for pedagology – the study of pedagogy. This framework was developed by Robin Alexander for his seminal study Culture and Pedagogy. It seeks to analyse: i) The form of the lesson; ii) The frame of lesson through the analysis of space, pupil organization, time, curriculum, routine, rule, and ritual; and iii) The act of the lesson through the analysis of tasks and activities given together with that of interactions and judgements made. Each component of this model is explained in some detail and ways how data can be presented is proposed.