I graduated with a Bachelor's degree in Mathematics and Physics in 1993 and have since been teaching at secondary level in Malta. In 2010, I was appointed Mathematics Head of Department and served in this role for seven years. In 2011, I successfully completed a Master's degree in Mathematics Education carried out with the University of Malta. In 2013, I started my doctoral journey embarking on a research project that involved the design and implementation of a 14-month CPD programme for secondary school teachers of mathematics. The research, entitled "Learning to Teach Mathematics through Inquiry: A Case Study of Continuing Professional Development in Malta" was carried out with the University of Nottingham (UK) and completed in 2018 under the supervision of Professor Malcolm Swan, Professor Jeremy Hodgen and Dr Colin Foster. I presented my research on mathematics education, lesson study and teacher professional learning in a number of conferences, both locally and abroad.
ATTARD TONNA, M. & CALLEJA, J., 2020. Teacher Collaboration within School Ecosystems. In: CEFAI, C. & SPITERI, R., ed, Resilience in Schools: Research and Practice. Malta: Centre for Resilience and Socio-Emotional Health, University of Malta, pp. 280-304.
CALLEJA, J., 2020. A spiral pattern investigation: making mathematical connections. The Mathematical Gazette, 104(560), pp. 262-270.
CALLEJA, J., 2020. Zones of Enactment in Teacher Collaboration, Teachers of Mathematics Working and Learning in Collaborative Groups: ICMI Study 25 2020, pp. 94-101.
CALLEJA, J. & FORMOSA, L., 2020. Understanding the Use of Foreground, Middle Ground and Background in an Artwork: A Lesson Study Report. Available online: https://issuu.com/iblmaths/docs/lesson_study_report_94b21a525affb7. Malta: CLeStuM, Faculty of Education.
FORMOSA, L. & CALLEJA, J., 2020. A transformative professional learning journey of a teacher through lesson study. CollectivED, 10, pp. 45-49.
CALLEJA, J., 2019. Learning to enact reform practices: Understanding teachers' work within contrasting learning contexts. In: BEZZINA, C. & CARUANA, S., ed, Teacher Education Matters: Tranforming lives, Transforming schools. University of Malta, pp. 200-219.
CALLEJA, J., 2019. Learning to teach mathematics through inquiry: A case study of continuing professional development in Malta. PhD edn. Nottingham, UK: University of Nottingham.
ATTARD TONNA, M. & CALLEJA, J., 2018. Teachers' professional lives and careers: Research study report. Available online: https://issuu.com/iblmaths/docs/teachers_lives_careers. Msida, Malta: University of Malta.
CALLEJA, J., 2018. Teacher participation in continuing professional development: Motivating factors and programme effectiveness. Malta Review of Educational Research, 12(1), pp. 5-29.
CALLEJA, J., MIZZI, D. and RIOLO, I., 2018. Teachers in communities of practice: Perspectives and experiences from three doctoral studies. In: M. ATTARD TONNA and J. MADALINSKA-MICHALAK, eds, Teacher Education Policy and Practice: International Perspectives and Inspirations. Warsaw: Foundation for the Development of the Education System, pp. 344-371.
CALLEJA, J., 2017. Lesson study report: Making mathematical connections. Available online: https://issuu.com/iblmaths/docs/lesson_study_report. Msida, Malta: University of Malta.
CALLEJA, J., 2016. Teaching mathematics through inquiry: A continuing professional development programme design. Educational Designer, 3(9), pp. Available online: https://www.educationaldesigner.org/ed/volume3/issue9/article30/.
CALLEJA, J., 2014. Mathematical investigations: The impact of students’ enacted activity on design, development, implementation and evaluation, Task Design in Mathematics Education: Proceedings of ICMI Study 22 2014, pp. 163-172.
CALLEJA, J., 2011. Integrating investigations in secondary school mathematics. M. Ed. edn. Msida, Malta: University of Malta.
Initiator, designer and leader of Lesson Study in Malta through the "Collaborative Lesson Study Malta" (CLeStuM) project. CLeStuM is inspired by the theme of ‘Teachers Learning Together’. For the scope of sharing the work of teachers in schools, disseminate and cultivate this approach to teachers continuing professional development, the CLeStuM website was launched in December 2019 (see www.clestum.eu).
Leader of the Schools for Access to Learning, Inclusion and Equity Networking Together (SALIENT2) - a Faculty of Education outreach project that aims towards supporting primary state and non-state schools in developing communities to sustain teacher professional learning and development.
Coordinator of the "Connect to Learning" webinar series for educators offered as an outreach initiative in response to Covid-19 (see wwww.lovetoteach.info/educators-webinars).
A member of the organising committee of the 6th International Symposium on New Issues in Teacher Education (ISNITE 2019) held at the Valletta Campus, University of Malta, 16-18 September 2019.
A leading member of the University Project team (Faculty of Education) on the "Supporting Mathematics and Science Teachers in addressing Diversity and promoting fundamental Values" (MaSDiV) - a ERASMUS+ Key Action 3 project (2017-2019). This project involved the design, implementation and evaluation of a continuing professional development project for teachers of mathematics and science.
Designer of two other websites for teachers' professional learning:
The 'Invest in Math Sense' website - https://investinmathsense.wordpress.com
The 'Teaching Mathematics through Inquiry' website - http://iblmaths.com
Coordinator of the following programmes of study:
1. Master of Arts in Educational Leadership and Management
2. Postgraduate Certificate in Developing the Educator
3. Community of Professional Educators (CoPE) courses offered to schools by the Faculty of Education
Fellow of the International Society for Design and Development in Education (ISDDE)
Fellow of the Centre for Mentoring, Coaching and Professional Learning (CollectivED)