The professional development of teachers in Malta

Abstract

This paper presents both a micro and a macro approach to professional development, which is dependant both on the personal initiative of each teacher and on the macro level of the education system. The historical context of teacher professional development in Malta is outlined and the central issues, challenges and approaches are examined. The necessity to establish a culture where professional development is sustained through practice is emphasised. It is suggested that the current view of the area needs to become more coherent within a framework involving a continuum comprising pre-service, induction and ongoing professional development for all teachers.