Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy

Dalby, Diane; Noyes, Andrew

Abstract

Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this changing workforce is, however, unresolved. Teachers in a recent national study report the benefits of non-formal learning but the diverse organisational structures of colleges impact on the size and focus of teacher communities and thereby the nature of professional learning. Where mathematics teachers are enabled to meet regularly or work in close proximity, teacher learning communities emerge but their development is constrained by a lack of consensus on the professional identities and competencies of mathematics teachers in FE colleges. Despite these obstacles, we argue that there is considerable potential to enhance professional learning for mathematics teachers in FE through a communities of practice approach and that such a strategy for professional development is a key component of a self-improving further education system.

Citation

Dalby, D., & Noyes, A. (2022). Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy. Research in Post-Compulsory Education, 27(3), 413-435. https://doi.org/10.1080/13596748.2022.2076055

• Journal Article Type: Article
• Acceptance Date: Mar 17, 2022
• Online Publication Date: Aug 12, 2022
• Publication Date: Jul 3, 2022
• Deposit Date: Sep 20, 2022
• Publicly Available Date: Jan 4, 2024
• Journal: Research in Post-Compulsory Education
• Print ISSN: 1359-6748
• Electronic ISSN: 1747-5112
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 27
• Issue: 3
• Pages: 413-435
• DOI: https://doi.org/10.1080/13596748.2022.2076055
• Keywords: Education
• Public URL: https://nottingham-repository.worktribe.com/output/10082207
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/13596748.2022.2076055
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Research in Post-Compulsory Education on 12.8.22, available at: http://www.tandfonline.com/10.1080/13596748.2022.2076055