room KA 106
Exploring Issues Related to Increasing CPD Leaders’ Responsibility for Professional Learning
Calleja, James, University of Malta, Msida, Malta
Buhagiar, Michael, University of Malta, Msida, Malta
Farrugia, Josette, University of Malta, Msida, Malta
Moving from the transmission type to a transformative type of CPD (see Kennedy, 2014) increases autonomy and responsibility of participants. Using a cascade model of CPD, a course for leading communities of teachers in schools, as part of the ‘Supporting Mathematics and Science Teachers in addressing Diversity and promoting fundamental Values’ (MaSDiV) training programme, was designed. The programme encouraged participants (CPD leaders) to discuss pedagogical issues and engage reflectively about practice within a learning community led by university facilitators. Some CPD leaders lamented about the transformative approach adopted. In particular, they criticised the lack of classroom materials available and the co-learning approach adopted in which they had to assume responsibility for decision-making.
Through a Discussion Group, we aim to reflect on the question: How do CPD leaders react to a training model that places greater responsibilities for professional learning on participants, and how effective is this model? We plan to do this by engaging with theory, by offering participants the opportunity to analyse a ‘case’ in small groups, by presenting results from the for CPD leaders of MaSDiV in Malta, and finally by offering space for whole group discussion intended to shed light on the above question.
