Please use this identifier to cite or link to this item:
Title: Establishing schools as professional learning communities : perspectives from Malta
Authors: Bezzina, Christopher
Testa, Simon
Keywords: Learning
Schools -- Malta
Teachers -- Malta
Issue Date: 2005
Publisher: Routledge
Citation: Bezzina, C., & Testa, S. (2005). Establishing schools as professional learning communities: perspectives from Malta. European Journal of Teacher Education, 28(2), 141-150.
Abstract: Over the last decade, Malta has been moving away from a highly centralized and bureaucratic system to one that encourages broader involvement in policy‐making and more collaboration among stakeholders. As a result, educators and schools have greater responsibilities to determine the way forward and to develop schools as learning communities. Whilst the road towards increased collaboration amongst teachers and between the schools in which they work can be a long, arduous and tortuous journey, it can also be a vehicle for positive change and development. This paper explores a theoretical rationale for a teacher‐led approach to school improvement. It then explores the initial collaboration between the author and one local school. It presents the main findings of a strategic analysis undertaken to understand the current situation facing the school. This case study helps to highlight the importance and positive effects behind capacity building and shared leadership.
Appears in Collections:Scholarly Works - FacEduLLI

Files in This Item:
File Description SizeFormat 
Establishing schools as professional learning communities perspectives from Malta.pdf
  Restricted Access
143.81 kBAdobe PDFView/Open Request a copy

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