Mathematics

proposal. It is more likely to result in the use of IBL beyond the lifetime of the
PD course such that teaching through IBL becomes normal practice.
Figure 1: Alternative approach to teacher change proposed by Guskey (2002)
p. 383
4.5 Professional Development
Based on this experience and in this context, an effective PD experience is
one that must be seen as a process and not an event (Loucks-Horsley et al.,
2010). In order to be successful, long-term PD preferably over three years is
recommended, in which teachers are actively involved. On-going and on-site
help and support and the possibility of teachers working as a school team and
forming a community of practice. Ideally it should provide teachers with the
possibility to observe one another’s lessons, reflecting and discussing lessons
with a critical friend. This is necessary to encourage teacher learning which
involves more than acquisition of knowledge or new skills; to encourage
change in attitudes, beliefs and personal theories; to provide new experiences
and at the same time support the anxieties which result. Support is necessary
to help the participants to overcome the anxiety of occasional failures and to
encourage and motivate teachers to persist (Guskey, 2002). Guskey also
refers to the need for continued follow-up and pressure that is needed to start
off and maintain change. This is more likely to be successful and to ensure
that teachers start using IBL out of habit.
Acknowledgements
The project PRIMAS has received funding from the European Union Seventh
Framework Programme (FP7/2007‐2013) under grant agreement n° 244380.
The author gratefully acknowledges the contribution of all the participants
especially those who contributed to the evaluation.
The PRIMAS university project team members in Malta were Cettina Axiak
(coordinator), Charles Bonello, Michael Buhagiar and Josette Farrugia.
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