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

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• Peer Reviewed: Not Peer Reviewed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
• Public URL: https://nottingham-repository.worktribe.com/output/38634816
• Publisher URL: https://journals.lwbooks.co.uk/forum/vol-64-issue-3/abstract-9631/