Learning to teach mathematics through inquiry: a case study of continuing professional development in Malta
In the past decade, local policy documents envisage a shift towards more student-centred and inquiry-based pedagogies. At the same time, the OECD (2009) report shows that Maltese teachers, particularly those of mathematics, while exhibiting constructivist beliefs describe using teacher- centred prac...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
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2019
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| Online Access: | https://eprints.nottingham.ac.uk/55835/ |