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Title: Teacher professional learning in Malta : an understanding of how teachers learn
Author: Attard Tonna, Michelle
ISNI:       0000 0004 2726 206X
Awarding Body: University of Aberdeen
Current Institution: University of Aberdeen
Date of Award: 2012
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This thesis aims to examine teacher professional learning as situated within the Maltese context. The focus is on understanding the way particular teachers learn, the way they conceptualise learning, and the professional learning experiences, and contexts, which they define as meaningful. Theoretical perspectives of learning are explored in order to provide a framework to interpret the complex nature of teacher professional learning. The sociocultural and situative notions of learning have significantly contributed to an understanding of the way individuals learn, and are the main components of the theoretical framework of this thesis. Data are collected and analysed through qualitative means. A purposive sample of a small community of teachers from three different schools is interviewed, during the course of one year, and these data are supplemented with written anecdotes from an online forum of this teacher community. Within the semi-structured interviews and the online community discussions, teachers are given the opportunity to explore their insights on teacher professional learning, discuss their professional learning experiences and define the ways these experiences relate to their classroom practices. Grounded theory is used to partly analyse these data and generate concepts which reflect the multi-dimensional ways teachers learn and conceptualise their learning. The data suggest that teachers learn in unique and different ways and that learning contexts and influences impact significantly on teachers’ conceptualisations of teacher professional learning, their identity formation and their dispositions to learn. A number of proposals aimed at policymakers and key stakeholders are put forward regarding the way teacher professional learning in Malta can be organised. The thesis also includes suggestions for teachers who would like to enhance their professional learning experiences.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available