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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Centre for Developmental and Applied Research in Education (CeDARE) > Professional and Adult Learning > Changing practice through policy: trainee teachers and the National Numeracy Strategy

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/25732
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Title: Changing practice through policy: trainee teachers and the National Numeracy Strategy
Authors: Basit, Tehmina N.
Citation: Research Papers in Education, 18 (1): 61-74
Publisher: Routledge
Journal: Research Papers in Education
Issue Date: 2003
URI: http://hdl.handle.net/2436/25732
DOI: 10.1080/0267152032000048587
Additional Links: http://www.informaworld.com/smpp/content?content=10.1080/0267152032000048587
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.
Type: Article
Language: en
Keywords: Teacher education
Primary teachers
National Numeracy Strategy
Educational policy
Mathematics teaching
ISSN: 02671522
14701146
Appears in Collections: Professional and Adult Learning

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