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    Changing practice through policy: trainee teachers and the National Numeracy Strategy

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    Authors
    Basit, Tehmina N.
    Issue Date
    2003
    
    Metadata
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    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
    URI
    http://hdl.handle.net/2436/25732
    DOI
    10.1080/0267152032000048587
    Additional Links
    http://www.informaworld.com/smpp/content?content=10.1080/0267152032000048587
    Type
    Journal article
    Language
    en
    ISSN
    02671522
    14701146
    ae974a485f413a2113503eed53cd6c53
    10.1080/0267152032000048587
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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