Teachers' experience of the introduction of student-centered pedagogies that promote lifelong learning and enthusiasm for chemistry and science
This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during th...
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| Format: | Article |
| Language: | English |
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LUMA Centre Finland
2015-07-01
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| Series: | LUMAT |
| Online Access: | https://journals.helsinki.fi/lumat/article/view/1030 |
| Summary: | This paper looks at the first steps taken by a group of Maltese teachers participating in the EU funded FP7 project aimed at promoting inquiry-based learning (IBL) in Mathematics and Science classrooms across Europe, PRIMAS, by providing long-term professional development (PD) to teachers during the introduction and implementation of IBL in an examination-oriented culture. Data were obtained through teachers’ reflective journals and interviews. Difficulties encountered and ways of overcoming challenges are presented. The main difficulties encountered may be classified as systemic difficulties; barriers due to teachers’ personal beliefs and attitudes; and student-related difficulties. Peer support, support of school authorities, and long-term continued PD are needed to help teachers move away from traditional teaching and implement IBL strategies.
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| ISSN: | 2323-7112 |