Abstract:

Responding to the 21st century educational demands necessitates a shift from the traditional practices of the 20th century. A shift which puts the student at the centre of the activity as an active learner rather than a passive one. By the same argument, if teachers are expected to make this shift in their teaching and learning, then their own professional learning experience must be shaped in the same way, encouraging an active participation.

In this paper, my focus is on the process of implementation beyond the day to day professional practices set by the then Assessment for Learning (AfL) unit within Directorate of Curriculum Management, in Malta. Two years ago, my professional work as Head of Department in Assessment for a group of state primary schools focused on the introduction, development, implementation and possibly the sustainability in the Assessment for Learning pedagogical approach.

Each year the work done was supported by teaching and learning action plans in the annual School Development Plan for the forthcoming year. Following two years of work, the teachers decided that it would be best to consolidate the strategies already in use rather than adding new ones. In view of this request, I felt that it was best to investigate the situation further through a short mixed questionnaire. The scope of this internal questionnaire was to understand better the situation to be of even better support to each individual teacher. In agreement with the school administration, the questionnaire was purposely constructed for the specific needs of the school, distributed and collected. I had a full response rate. The findings revealed that though, prior to the School Development Plan the teachers had collectively requested consolidation rather than moving on, two of the seven participant teachers wanted to move on with a new strategy. The implications of these findings is that when we listen to the individual rather than the collective, support can be tailored according to the individual needs and greater ownership and interest is registered. Also, every teacher moves at her own pace thus lessening the frustration of this who do not feel yet strong enough to move on and those who are ready to move on but are kept back to wait for the others.

Apart from the implications at a school level, these conclusions have implications for professional advisors too. When professional advisors move beyond their 'technical' remits as a result of reflection and action to gain knowledge and mutually learn from teachers, significant learning partnerships can be created. Such partnerships assist in reducing the barriers between teachers and those considered as the 'professional experts' for a mutually gainful learning experience. This lowering of barriers respects the teachers' knowledge and gives it more value.

Keywords:

Teaching and Learning, Pedagogy, Teacher and Professional advisor partnerships.