Praxis is a notion underlying several educational theories and it has led to the development of different models of teacher education. Locally, this has also been one of the concepts discussed during the ‘masterisation’ of the teaching profession, by virtue of which pedagogical content knowledge builds on prior-achieved content knowledge. As teacher education in Malta was reformed, a number of unprecedented socio-economic developments created a scenario which, at policy-making level, brought about further educational reforms. These include an outcomes-based model for learning and assessment and a drive towards vocational education. In this presentation, I refer to data regarding teacher-student ratios, as one aspect of the contextualization of education locally, and I proceed to reflect upon two educational documents, using Critical Discourse Analysis. I argue that the cyclical nature of praxis, which requires reflection and action, is somewhat side-lined within the current educational context, possibly because immediate instrumental gains are being prioritized.peer-reviewe
