https://www.um.edu.mt/library/oar/handle/123456789/18582 Fri, 10 Apr 2026 02:57:33 GMT 2026-04-10T02:57:33Z https://www.um.edu.mt/library/oar/handle/123456789/144506 Title: Lesson study in initial teacher education : affordances and constraints in teaching mathematics through inquiry Authors: Calleja, James Abstract: Pre-service teachers, reading for the Master in Teaching and Learning (MTL) degree at the Faculty of Education (University of Malta), are offered an 18-hour course on how to use inquiry as a pedagogical tool to teach mathematics to secondary school students. To teach this course, a mathematics teacher educator – referred to as ‘the lecturer’ – used lesson study as a teaching methodology with pre-service teachers enrolled in the MTL during the 2022-2023 academic year. This paper will focus on the affordances and constraints that lesson study, used for the first time as a teaching and learning methodology, offered to both the lecturer and his two students. Using the theory of affordances and constraints, data analysis sheds light on how lesson study was applied and experienced by pre-service teachers, and to what extent it provided them with learning opportunities. The aim of this paper is to critically analyse outcomes that could prompt a discussion around why lesson study might be a useful and promising approach in initial teacher education (ITE). This paper will delve into the lesson study model adopted by ‘the lecturer’, the existing knowledge of pre-service teachers and their disposition towards lesson study and inquiry teaching, and the influence of the course and the school context on their enactment of lesson study and inquiry teaching. Sun, 01 Jan 2023 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/144506 2023-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/143414 Title: A comparative analysis of teacher induction : purposes, practices and curriculum ideologies Authors: Attard Tonna, Michelle; Bjerkholt, Eva; Shanks, Rachel; Snoek, Marco Abstract: Since the early 1990s there has been a call to focus on supporting early career teachers and improve teacher quality (Darling-Hammond, 1995; Huling-Austin, 1992). This has led to national standards, legislation and policies on teacher induction which aim to safeguard early career teacher learning. In this study, four national contexts (Malta, the Netherlands, Norway and Scotland) are compared to critically inquire into induction. They differ in terms of history regarding induction, and in policy contexts that influence the approach to induction. The authors thus ask ‘to what extent can curriculum ideologies help to reveal/unravel and understand common and unique features of induction across four countries?’. To analyse and compare the impact of these differences we use Schiro’s curriculum ideologies as a lens. This is based on our understanding of the teacher profession as a continuum of professional learning. As initial teacher education provides a curriculum that supports the professional development of student teachers, an induction programme can be understood as a curriculum supporting early career teachers. Schiro (2012) recognises four different ideologies that can drive curriculum aims and curriculum development: Scholar Academic ideology; Social Efficiency ideology; Learner Centred ideology; and Social Reconstruction ideology. This comparative approach helps us to understand that the different curriculum ideologies underlying induction programmes are rooted in political and philosophical foundations that align with national perspectives of early career teacher development. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/143414 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/141839 Title: Guest editorial : developing generative AI-informed pedagogies through lesson study Authors: Huang, Rongjin; Cheng, Eric C.K.; Calleja, James; Camilleri, Patrick Abstract: Lesson study (LS) has long been recognized as a powerful model for teacher professional development (TPD), emphasizing collaborative inquiry, classroom-based reflection and evidence-driven refinement of instructional practices (Dudley et al., 2019; Lewis et al., 2006). As education evolves in response to technological advancements, LS must also adapt – particularly in light of Generative Artificial Intelligence (GenAI), which is reshaping pedagogical possibilities. [excerpt] Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/141839 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/140320 Title: Investigating teachers’ changing perceptions towards MOOCs through the technology acceptance model Authors: Camilleri, Patrick; Watted, Abeer; Attard Tonna, Michelle Abstract: While MOOCs have gained prominence in higher education, their role in fostering pedagogical and technological readiness among teachers remains underexplored. This study addresses this gap by leveraging the Technology Acceptance Model to investigate how MOOCs influence teachers’ digitally inclined attitudes and therefore professional growth. By employing a mixed-methods approach, the research explores how perceived usefulness and perceived ease of use influence participants’ behavioural intentions, the emergence and use of MOOCs in teacher education and learning practices from MOOCs. A total of (n = 144) primarily teachers, in their pre-service and in-service stage, completed the “Teaching Thinking” MOOC. Data collection involved pre- and post-course surveys, as well as open-ended questionnaires for a subset of participants. Quantitative findings revealed initial ambivalence toward MOOCs, with moderate Perceived Usefulness and Perceived Ease of Use scores, tempered by concerns over time management and platform usability. Post-course analysis showed significant improvements in participants’ perceptions, highlighting increased acceptance and acknowledgment of MOOCs’ flexibility and access to diverse resources. Qualitative insights underscored key factors driving these shifts, including instructor support, peer interactions, and self-directed learning environment. Results suggest that MOOCs foster critical skills such as time management, problem-solving, and professional engagement while contributing to participants’ self-efficacy and readiness to integrate technology into teaching practices. Challenges identified include technical barriers, lack of personalised feedback, and initial reluctance to adopt online learning. This study underscores MOOCs’ transformative potential in teacher education, emphasising the importance of tailored course design, supportive learning environments, and strategic policy initiatives to enhance engagement and outcomes. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/140320 2025-01-01T00:00:00Z