Changing practice through policy: trainee teachers and the National Numeracy Strategy
Abstract
Externally imposed educational change is generally perceived with trepidation by teachers, as it can alter their practice to a greater or lesser extent, involve learning new skills and spending more time on routine tasks. This paper explores the effects of the top-down initiative of the National Numeracy Strategy (NNS) on a group of primary trainee teachers in England, and is based on the findings of an empirical study in which the data were gathered through in-depth interviewing. It is suggested that the student teachers see the NNS as a helpful framework for developing their professional expertise in an area where they often have experienced some anxiety. The ways in which the NNS has impacted on the trainees' understanding of their task as teachers of mathematics in a primary school are also examined.Citation
Research Papers in Education, 18 (1): 61-74Publisher
RoutledgeJournal
Research Papers in EducationType
Journal articleLanguage
enISSN
0267152214701146
ae974a485f413a2113503eed53cd6c53
10.1080/0267152032000048587