| Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study J Calleja, P Camilleri International Journal for Lesson & Learning Studies 10 (2), 118-137, 2021 | 33 | 2021 |
| Teaching mathematics through inquiry: A continuing professional development programme design J Calleja Educational Designer 3 (9), 2016 | 29 | 2016 |
| Teacher participation in continuing professional development: Motivating factors and programme effectiveness J Calleja Malta Review of Educational Research 12 (1), 5-29, 2018 | 23 | 2018 |
| Teacher change through cognitive conflicts: the case of an art lesson study J Calleja, L Formosa International Journal for Lesson & Learning Studies 9 (4), 383-395, 2020 | 18 | 2020 |
| Integrating ‘just-in-time’ learning in the design of mathematics professional development J Calleja, C Foster, J Hodgen Mathematics Teacher Education and Development 23 (2), 79-101, 2021 | 13 | 2021 |
| Changes in mathematics teachers’ self-reported beliefs and practices over the course of a blended continuing professional development programme J Calleja Mathematics Education Research Journal 34 (4), 835-861, 2022 | 12 | 2022 |
| Teachers’ professional lives and careers M Attard Tonna, J Calleja Msida: Faculty of Education, University of Malta, 2018 | 10 | 2018 |
| An investigation of the professional behaviour, status, career and identities of teachers in Malta M Attard Tonna, J Calleja European Journal of Teacher Education 46 (1), 95-113, 2023 | 6 | 2023 |
| Mathematical investigations: The impact of students’ enacted activity on design, development, evaluation and implementation J Calleja | 6 | 2013 |
| Integrating investigations in secondary school mathematics J Calleja Unpublished MEd dissertation, Faculty of Education, University of Malta, 2011 | 4 | 2011 |
| Teachers' professional lives and careers: Research study report M Attard Tonna, J Calleja https://issuu.com/iblmaths/docs/teachers_lives_careers, 2018 | 3 | 2018 |
| Lesson study report: Making mathematical connections J Calleja https://issuu.com/iblmaths/docs/lesson_study_report, 2017 | 3 | 2017 |
| Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry” J Calleja, C Foster, J Hodgen Research in Mathematics Education, 1-34, 2023 | 2 | 2023 |
| Lesson study in a time of change: Working towards a new pedagogy in the digital age P Camilleri, J Calleja Teacher Professional Learning through Lesson Study in Virtual and Hybrid …, 2023 | 2 | 2023 |
| Reflections on hybridity in the Malta networked learning forum 2021 P Lister, M Cutajar, J Calleja | 2 | 2022 |
| Understanding the Use of Foreground, Middle Ground and Background in an Artwork: A Lesson Study Report J Calleja, L Formosa https://issuu.com/iblmaths/docs/lesson_study_report_94b21a525affb7, 2020 | 2 | 2020 |
| Learning to enact reform practices: Understanding teachers' work within contrasting learning contexts J Calleja Teacher Education Matters: Tranforming Lives, Transforming Schools, 200-219, 2019 | 2 | 2019 |
| Students’ resistance to learning mathematics through investigations J Calleja, MA Buhagiar Journal of Curriculum Studies 54 (1), 123-146, 2022 | 1 | 2022 |
| A spiral pattern investigation: making mathematical connections J Calleja The Mathematical Gazette 104 (560), 262-270, 2020 | 1 | 2020 |
| Learning to teach mathematics through inquiry: A case study of continuing professional development in Malta J Calleja University of Nottingham, 2019 | 1 | 2019 |
Michelle Attard TonnaUniversity of MaltaVerified email at um.edu.mt
