2.50
Hdl Handle:
http://hdl.handle.net/2436/25732
Title:
Changing practice through policy: trainee teachers and the National Numeracy Strategy
Authors:
Basit, Tehmina N.
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): 61-74
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
Type:
Article
Language:
en
ISSN:
02671522; 14701146
Appears in Collections:
Professional and Adult Learning

Full metadata record

DC FieldValue Language
dc.contributor.authorBasit, Tehmina N.-
dc.date.accessioned2008-05-13T10:31:14Z-
dc.date.available2008-05-13T10:31:14Z-
dc.date.issued2003-
dc.identifier.citationResearch Papers in Education, 18 (1): 61-74en
dc.identifier.issn02671522-
dc.identifier.issn14701146-
dc.identifier.doi10.1080/0267152032000048587-
dc.identifier.urihttp://hdl.handle.net/2436/25732-
dc.description.abstractExternally 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.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.informaworld.com/smpp/content?content=10.1080/0267152032000048587en
dc.subjectTeacher educationen
dc.subjectPrimary teachersen
dc.subjectNational Numeracy Strategyen
dc.subjectEducational policyen
dc.subjectMathematics teachingen
dc.titleChanging practice through policy: trainee teachers and the National Numeracy Strategyen
dc.typeArticleen
dc.identifier.journalResearch Papers in Educationen
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