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: Proceedings of ICMI Study 25 2020, pp. 94-101.
CALLEJA, J. & FORMOSA, L., 2020. Teacher change through cognitive conflicts: The case of an Art lesson study. International Journal of Lesson and Learning Studies, 9(4), pp. 383-395.
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.
CLESTUM (2017 - to-date): Initiator, designer and leader of Lesson Study in Malta through the "Collaborative Lesson Study Malta" (CLeStuM) project. Housed by the Faculty of Education, CLeStuM supports teachers and schools in engaging in lesson study as a continuing professional development model. The CLeStuM website was launched in 2019 (see www.clestum.eu).
LS4VET (2020-2023): Leader of the University of Malta project team on the EU-funded Erasmus+ research project "Teachers' Collaboration through Lesson Study for Improving the Quality of Vocational Education and Training" (LS4VET)
SALIENT2 (2020-2022): 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.
C2L (2020): Initiator and coordinator of the "Connect to Learning" (C2L) webinar series for educators offered as an outreach initiative in response to Covid-19 (see wwww.lovetoteach.info/educators-webinars).
ISNITE (2019): 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.
MaSDiV (2017-2019): A member of the University of Malta project team on the "Supporting Mathematics and Science Teachers in addressing Diversity and promoting fundamental Values" (MaSDiV) - a ERASMUS+ Key Action 3 project. This project involved the design, implementation and evaluation of a continuing professional development project for teachers of mathematics and science.
'Invest in Math Sense' website - https://investinmathsense.wordpress.com
'Teaching Mathematics through Inquiry' website - http://iblmaths.com
Master of Arts in Educational Leadership and Management
Postgraduate Certificate in Developing the Educator
Community of Professional Educators (CoPE) courses offered to schools by the Faculty of Education
International Society for Design and Development in Education (ISDDE)
Centre for Mentoring, Coaching and Professional Learning (CollectivED)
International Centre for STEM Education (ICSE)
The World Association of Lesson Studies (WALS)