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Title: Integrating "just-in-time" learning in the design of mathematics professional development
Authors: Calleja, James
Foster, Colin
Hodgen, Jeremy
Keywords: Mathematics -- Study and teaching (Secondary) -- Malta -- Case studies
Mathematics -- Study and teaching (Secondary) -- Methodology
Inquiry-based learning -- Malta -- Case studies
Mathematics teachers -- Training of -- Malta
Career development -- Malta
Issue Date: 2021
Publisher: Mathematics Education Research Group of Australasia
Citation: Calleja, J., Foster, C., & Hodgen, J. (2021). Integrating" Just-in-Time" Learning in the Design of Mathematics Professional Development. Mathematics Teacher Education and Development, 23(2), 79-101.
Abstract: This paper describes a professional development (PD) programme design integrating just-in-time learning (JITL) to support teachers to learn about and enact inquiry teaching. Through JITL, teachers are provided with support that is responsive and applicable to their needs. This case study reports on the professional journeys of three teachers who received JITL via online resources, face-to-face meetings, opportunities for community building within and across schools, and reflections on pupils’ reactions to learning mathematics through inquiry. Findings indicate that JITL embedded within PD facilitated teacher learning about inquiry enactment, since the PD was responsive to teachers’ immediate and contextual needs. We suggest that explicit attention to JITL is given in the design of teacher PD, providing support that is made readily available for teachers to access and utilise.
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