An intervention addressing inequity of access to ICT for pre-service mathematics teachers

This study describes an intervention to address inequities in secondary mathematics pre-service teachers’ access to models of effective use of information and communication technologies (ICT) in classrooms and the opportunities afforded to these pre-service teachers to use the skills and knowledge they possess in developing pedagogical strategies for the effective use of ICT in the classroom. It explores the relationship between the skills necessary to use digital technologies and pedagogical subject-specific knowledge. We report on a key aspect of a wider study on a series of interventions to connect pre-service teachers’ ICT attitudes, confidence and skills with their pedagogical readiness to use ICT effectively in their teaching

Rethinking employment-led teacher preparation as apprenticeship

Changes in teacher preparation in England have led to considerable variation in the programs being offered and to an increase in the role of the school in teacher preparation at postgraduate level. The data drawn on in this paper is from semi-structured interviews with 13 secondary school teachers who had previously follows a salaried employment-led teacher preparation route. The study conceptualises and critiques employment-led teacher preparation as workplace learning using situated learning and apprenticeship through analysing the teachers' views on their own learning experiences. Teachers reported that being an employee of a school whilst undertaking teacher preparation carried considerable benefits for them in terms of their sense of belonging, a 'right to be there' and increased commitment to the life of the school. These features may be a consequence of the employed status of these teachers whilst on their teacher preparation programme. Teachers also suggested that they felt better prepared for their first year as Newly Qualified Teachers, as compared to those who had followed a more traditional university-ed route. The analysis identifies teacher preparation as fundamentally complex and problematic. Themes of equity, capital, contextualised learning, and contested spaces for learning emerge with respect to the experiences of those on an employment-led program. Whilst different teacher preparation routes have different characteristics and goals, viewing teacher preparation as workplace learning offers a valuable perspective on some of the benefits of this mode of learning to pre-service teachers

A study of the perceptions of secondary teachers regarding apprenticeship on an employment-led teacher preparation route

This study examines the learning of teachers on one English employment-led secondary teacher preparation route. An interpretivist perspective is taken using a teacher self-efficacy survey with a larger sample of teachers following a range of routes and semi-structured interviews with 13 secondary schoolteachers who had previously qualified through an employment-led route. The literature base identified teacher preparation as workplace learning as an under-researched field, and employment-led routes as under-researched generally. Hence this study contributes to developing knowledge in these fields. It also gives voice to those learning in schools who are under represented in the existing research on workplace learning.The findings of the survey are cautious and indicate similar levels of selfefficacy for those who had followed school-led (including employment-led) and university-led teacher preparation routes. It also finds greater variation in selfefficacy for those who had followed a school-led route compared with those who had followed a university-led route. These findings contribute additional findings to the very limited published research regarding the self-efficacy of English teachers.Participants identified a number of meaningful experiences from their employment-led secondary teacher preparation including practising and belonging in a school. The interview data identified transformation, identity development, relational development through reflexivity and recontextualisation as key processes impacting on their learning. The study proposes an adaptation of Fuller & Unwin’s (2008) expansive/restrictive framework for apprenticeship to suit the learning experiences in school of those on employment-led teacher preparation routes. Use of this framework,and analysis against key features of situated learning and apprenticeship,found that aspects of these modes of learning were present through experiences where secondary pre-service teachers were both learners and employees, through being part of communities within a school, and through extensive opportunities to practice teaching

Teachers' views on the impact of ICT on the teaching and learning of secondary mathematics : a multi-modal study

There continues to be much debate about the impact of ICT in teaching and learning in mathematics. Collectively, large-scale studies of the impact of technology on attainment using measures such as national examination scores do not show a clear positive link between the use of technology and attainment in mathematics. However, there is much evidence within secondary mathematics education research that suggests that the use of technology is beneficial to the teaching and learning of mathematics. The study here reports the findings of a small, local multi-modal study. Teachers were asked to respond to a questionnaire giving scores for a list of software and hardware for the frequency of use and impact on pupils' learning in secondary mathematics. They were also asked to give an indication of the use they put these items to, and an overall score for both Key Stages as to the impact ICT had in mathematics in their school. Two teachers were also chosen as short case-studies and were observed teaching with ICT and then interviewed about their practice. The findings indicate that many teachers were positive and enthusiastic about the use of ICT in teaching and learning mathematics and that the level of impact was largely similar between the two key stages under investigation. The availability of resources differed substantially, with some mathematics departments being well equipped and others finding access to resources very limited. Teachers reported using the resources they had with different levels of frequency and with different considerations as to the impact those resources had on pupils' learning. The picture overall is one where departments and teachers are in a very experimental phase, where they are exploring these uses of ICT and starting to find that this has implications for both pedagogy and practice.</p

The importance of subject knowledge for mathematics teaching: An analysis of feedback from Subject Knowledge Enhancement Courses

Over the last ten years, Subject Knowledge Enhancement (SKE)programmes have become an established part of the Initial Teacher Education (ITE) landscape in England, providing the opportunity for those who do not have sufficient degree level mathematics for direct entry to Post Graduate ITE programmes the opportunity to develop their mathematics knowledge prior to undertaking teacher preparation. More recently, SKE programmes have become more diverse in terms of mode of delivery with a growth in popularity of on-line provision. This session will present an analysis of feedback and evaluations from students on face-to-face mathematics SKE programmes at several institutions through consideration of Ball, Thames &amp; Phelps’ (2008) domains of mathematical knowledge for teaching. Evaluations are also considered in terms of the outcomes and benefits, in terms of both subject knowledge and other outcomes, fo these programmes

Caring for preservice teachers' professional and personal growth during and after COVID

The pastoral aspects of teachers’ role are well-established, as are their relationships with students (O’Connor, 2008). The role extends beyond the cognitive aspects of learning to the affective domain and the impact this has upon student learning and wellbeing more generally. In addition, an increasing body of literature addresses the health and wellbeing of preservice teachers (see, for example, Manning et al., 2019; Philpott, 2015). The COVID-19 pandemic has made us pay more attention to, and try to more deeply understand, care for preservice teachers. The dual academic and professional nature of teacher education programs put a great deal of demand on students, many of whom are still in their early 20s. For many, there are both job stresses from placements alongside academic stresses from coursework, an extremely demanding combination. How to care for our preservice teachers as we navigate theCOVID-19 pandemic is the focus of this chapter