Please use this identifier to cite or link to this item:
Title: Learning to enact reform practices : understanding teachers' work within contrasting learning contexts
Authors: Calleja, James
Keywords: Education, Secondary -- Malta
Inquiry-based learning -- Malta
Mathematics -- Study and teaching -- Malta
Teachers -- Malta
Teachers -- Training of -- Malta
Career development
Issue Date: 2019
Publisher: University of Malta
Citation: Calleja, J. (2019). Learning to Enact Reform Practices: Understanding teachers’ work within contrasting learning contexts. In C. Bezzina & S. Caruana (Eds.), Teacher Education Matters: Transforming Lives, Transforming Schools (pp. 200- 219). University of Malta: Malta
Abstract: Teachers learn in different contexts. This paper reports on the learning experiences of a small group of Maltese secondary school teachers of mathematics as they engaged in a continuing professional development (CPD) programme, designed as part of a doctoral research study, aimed to support them in Learning to Teach Mathematics through Inquiry (LTMI). This paper explores learning-on-the-job within their school context and learning-off-the-job within the community of practice (CoP) offered through LTMI. A qualitative design using thematic analysis was used to investigate teachers’ views and experiences of learning both within the school and the CPD context. The data reported here was taken from a focus group held with teachers at the end of the CPD programme, and three interviews held with the same teachers before, during and after their participation in LTMI. Findings reveal that, during the CPD course, teachers experienced two contrasting learning contexts: an individualistic school culture and a collaborative CoP culture. Within such learning cultures teachers voiced divergences between practice within the school which was isolated, individualistic and competitive with learning within the CoP being collaborative, supportive and empowering.
ISBN: 9789995714529
Appears in Collections:Scholarly Works - FacEduLLI

Files in This Item:
File Description SizeFormat 
  Restricted Access
473.03 kBAdobe PDFView/Open Request a copy

Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.