The Let Me Learn professional learning process experience: A new culture for professional learning

Michelle Attard Tonna, Colin Calleja


The generation of professional capital, viewed in terms of social capacity building, has an important learning dimension. Teachers’ staff development is one area which can contribute towards social capacity building and socially committed teachers have an important part to play in generating capital for their profession. This paper provides a critical review of current professional development processes in Malta with a focus on how different provisions are successful, or limited, in generating further knowledge and professional learning. It also discusses the need for Continuing Professional Development (CPD) which capitalizes on practitioners’ experiences, realities and the knowledge of the social context of learning. Research data, in the form of teacher narratives and one longitudinal case study, reveals the importance of the social dimension in CPD. The involvement of teachers in the Let Me Learn Professional Learning Process marks a proactive stance in teacher professional development and transformation through its emphasis on teacher networks, partnerships and externalizing teachers’ knowledge base. It also demonstrates that teachers’ professional capital can be fostered when teachers learn together and collaborate.

Paraules clau

teaching profession; teacher knowledge; inservice teacher education; Malta; teacher effectiveness

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