Mrs CATHERINE GRIPTON CATHERINE.GRIPTON@NOTTINGHAM.AC.UK
ASSOCIATE PROFESSOR
Teacher learning in a shifting school landscape: The implications of academisation for professional development in primary mathematics
Gripton, Catherine; Hudson, Georgina; Greany, Toby; Noyes, Andrew; Cowhitt, Thomas
Authors
Georgina Hudson
Professor TOBY GREANY Toby.Greany@nottingham.ac.uk
CHAIR IN EDUCATION
Professor ANDREW NOYES ANDREW.NOYES@NOTTINGHAM.AC.UK
PROFESSOR OF EDUCATION
Thomas Cowhitt
Abstract
Alongside new models for government-funded professional development, England's academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in primary mathematics, pointing to increased variability for teachers in the development they experience, increased responsibility for many school-based subject leaders and disrupted flow of professional knowledge around the school system. The article concludes by predicting the challenges for teacher learning in mathematics if a full academisation policy agenda is pursued.
Citation
Gripton, C., Hudson, G., Greany, T., Noyes, A., & Cowhitt, T. (2022). Teacher learning in a shifting school landscape: The implications of academisation for professional development in primary mathematics. Forum: for Promoting 3-19 Comprehensive Education, 64(3), 32-41. https://doi.org/10.3898/forum.2022.64.3.04
| Journal Article Type | Article |
|---|---|
| Acceptance Date | Jul 22, 2022 |
| Online Publication Date | Sep 1, 2022 |
| Publication Date | Nov 15, 2022 |
| Deposit Date | Aug 22, 2024 |
| Journal | FORUM |
| Print ISSN | 0963-8253 |
| Electronic ISSN | 1474-7685 |
| Publisher | Lawrence and Wishart |
| Peer Reviewed | Not Peer Reviewed |
| Volume | 64 |
| Issue | 3 |
| Pages | 32-41 |
| DOI | https://doi.org/10.3898/forum.2022.64.3.04 |
| Keywords | Academies ; Access to Education ; Educational Change ; Educational Policy ; Elementary School Teachers ; Faculty Development ; Foreign Countries ; Mathematics ; Mathematics Instruction ; Multi-Academy Trusts ; Pedagogical Content Knowledge ; Prediction ; Primary School ; Professional Development ; School System ; Teacher Development |
| Public URL | https://nottingham-repository.worktribe.com/output/38634816 |
| Publisher URL | https://journals.lwbooks.co.uk/forum/vol-64-issue-3/abstract-9631/ |
You might also like
Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit
(2024)
Journal Article
The development of young children's mathematical mark making
(2023)
Journal Article