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Using e-learning to support primary trainee teachers’ development of mathematical subject knowledge: An analysis of learning and the impact on confidence

By Hilary Burgess and Ann Shelton Mayes

Abstract

This article explores the effectiveness of a mathematics subject knowledge development model that integrates conventional text-based distance learning with an e-learning coaching and peer group conferencing environment. The effectiveness of the model in supporting 194 trainee primary (pupil's aged 5-11 years) teachers achievement of the subject knowledge standards required for qualified teacher status is evaluated and the impact of the model on trainee confidence is explored. Features of the model that trainees, tutors and post-qualifiying teachers identify as critical factors for success are outlined and the relevance of the model for teacher professional development is discussed

Topics: primary teaching, mathematics subject knowledge, trainee teachers, e-learning, distance learning, coaching
Publisher: Taylor & Francis (Routledge)
Year: 2008
DOI identifier: 10.1080/13664530701827731
OAI identifier: oai:lra.le.ac.uk:2381/9388
Journal:

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