St Mary’s Institute Malta Ltd. was founded to address the changing professional development needs of teachers from various European Union countries. We offer engaging, short-term training programmes specifically crafted to help educators improve their teaching skills and enhance their pedagogical methods.

Our courses aim to enhance both methodological and interpersonal skills in teaching, with a particular focus on creative teaching techniques, drama in education, intercultural and multicultural understanding, effective communication with students, and strategies for managing challenging classroom behaviours.

Besides these, participants also build a variety of important soft skills that are increasingly seen as crucial in 21st-century education, including:

• Empathy and emotional intelligence
• Conflict resolution and classroom mediation
• Collaboration and teamwork
• Leadership and initiative within educational settings
• Adaptability to diverse learning needs
• Reflective thinking and professional self-assessment
• Digital communication and media literacy

Justification and Educational Rationale

Research in educational sciences strongly advocates the integration of soft skills and pedagogical innovation into teacher training. According to Darling-Hammond et al. (2017), continuous professional learning focused on real-world teaching challenges, including interpersonal and communicative skills, results in improved student outcomes and greater teacher efficacy. Moreover, professional development that incorporates creativity, multicultural awareness, and emotional intelligence prepares teachers to handle increasingly diverse classrooms in a globalised educational landscape (OECD, 2018).

Teachers today are expected not only to transmit knowledge but also to foster social, emotional, and cognitive development among students. As such, professional development programmes must address both content delivery and educators' personal competencies. Fullan (2011) argues that successful school improvement strategies should include enhancing teachers' capacities for empathy, innovation, and relationship-building.

Short, intensive programmes like those offered by St Mary’s Institute have proven particularly effective for practising teachers who need flexible, focused, and immediately applicable training opportunities (Desimone, 2009).

Integration of English Language Development

All of our programmes are inherently linked to developing English language skills. As the global lingua franca of international education, academia, and professional communication, English is vital for European teachers working in multicultural classrooms, participating in Erasmus+ projects, or seeking access to the most recent educational research and international teaching networks.

English as a lingua franca not only improves communication across borders but also promotes intercultural understanding and cooperation. Seidlhofer (2011) notes that English has become the “default” medium for global exchange, particularly in professional settings. Furthermore, Jenkins (2015) highlights that English proficiency allows teachers to take part in international discussions on educational practice, policy, and innovation.

References

1. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute.
2. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
3. Fullan, M. (2011). Change leader: Learning to do what matters most. Jossey-Bass.
4. Jenkins, J. (2015). English as a lingua franca–challenges and prospects. In Murata, K. (Ed.), Exploring ELF in Japanese Academic and Business Contexts (pp. 13–20). Routledge.
5. (2018). Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework. OECD Publishing.
6. Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford University Press.