The aim of participation in this type of program for teachers is to get to know all the details about the educational system in the host country and can compare it with theirs in their home country. Moreover, it is an opportunity to apply and share their experience related to education in an international context, build new partnerships and create inspiring and useful cooperation networks, allowing for further professional and personal development. The participants will be able to meet foreign students and teachers, talk to them, observe the classes, learn about their teaching methodologies, and compare the facilities and specific equipment used to teach and organise daily work. It is an opportunity for hosts to share best practices and allow the visitors/guests and, often, the host to develop themselves. lt allows teachers to view the work processes they are involved in from a different angle. It provides the individual with a unique opportunity to learn how other teachers work and what their schools’ roles involve. It develops a deeper knowledge and understanding of their role and functions as teachers across countries.
When young pupils enter the Senior School of Newark, the teaching staff aim to do their best not only to prepare the students for their Matriculation examinations but also to help them develop their personal character and gradually introduce their desire for learning. The Senior school is subject-based, with pupils having a specialised teacher for every subject. They use this system so the students will get used to the created environment, which will be helpful for the students. Their classes are small, so each student receives the individual attention they deserve. They try their best to provide a custom-made education that fits the different needs of each pupil. In senior school, they try to identify which subjects students want to excel in. They offer a choice of language classes to choose from. They also provide ICT, business studies, science subjects and so on. The school has a state-of-the-art laboratory, a well-equipped library, a music room, an art room, computer labs and much more. In the senior school, they encourage the students to express their creativity. They are also taught how to research different topics. Extracurricular activities are provided at the school, including sports, drama, dance, and music. If needed, senior school students can live in their host families, and parents must travel. In senior school, students are prepared for the Matsec exams in all subjects. Physics is a compulsory science subject. Students can also follow chemistry and biology lessons. Students can choose other subjects depending on their preferences and career plans. During the visit, I observed how students at the Newark school prepared for their end-of-year exams during classes. Most of the lessons were spent practising with past exam questions. The practical examples highlighted the differences between our curriculum and that of the Maltese school in science subjects. Practising routine tasks, answering the teacher’s questions, using various methods, and observing the school culture and rules broadened my methodological knowledge. A preliminary study of the Maltese school system, the host institution’s website, and the experiences shared by my institutional Erasmus coordinator all helped prepare. During the mobility, problem-solving thinking, communication, collaboration, adaptability, creativity, teamwork, and observing a wide range of best practices at the host institution and their local application were defined as the expected learning outcomes for me. The collaboration and problem-solving thinking experienced at the host institution, both at the staff and subject lesson levels, were strengths of the mobility. The school’s code of conduct regulates the use of mobile phones during lessons. Students displaying negative behaviour can be sent out of the classroom, which is a new concept for me. The teachers’ patient attitude towards students was exemplary. During preparation for the end-of year exams, pre-assigned group work seemed the most useful approach in the lessons. I intend to use this method more frequently in the future. Group work also significantly develops students’ social competencies. The experiences gained during the mobility proved helpful in prioritising issues arising in my teaching work and strengthening my social competencies. The differences observed between the school systems, curricula, and student workloads require further analysis, with certain aspects aimed at being used effectively for my institution. In terms of my personal development, implementing best practices for end-of-year exams into my teaching and disseminating them within my working community are tasks for the upcoming school year.This mobility was fully funded by The European Commission.
Written by: Ildikó Győri 31. May 2024.
