Learning to teach mathematics through inquiry: a case study of continuing professional development in Malta

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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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Bibliographic Details
Main Author:	Calleja, James
Format:	Thesis (University of Nottingham only)
Language:	English
Published:	2019
Subjects:	Inquiry-based learning; beliefs and practices; learning contexts; lesson structure; community of practice; continuing professional development; ‘just-in-time’ teaching and learning
Online Access:	https://eprints.nottingham.ac.uk/55835/

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