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Initial Teacher Education (ITE) Matters


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 13 June 2011 by ncetm_administrator
Updated on 20 June 2011 by ncetm_administrator

Conclusions

The consultation has identified the nature and range of work undertaken by Initial Teacher Education tutors. In particular it has highlighted the knowledge and skills, and the expertise in translating research knowledge into practice, needed for such a role. It also recognises the challenges faced by tutors, ITE trainees and schools and colleges in working together and demonstrates the commitment of tutors to their work and their professionalism in balancing the demands with the rewards in ITE.

This consultation has made considerable progress in making explicit the connections between primary, secondary and further education ITE for mathematics.  There would be benefit in making additional links across these sectors and promoting further cross-phase discussion and development.  It would also be fruitful for the NCETM to seek supplementary ways of working with providers of teacher education in FE, given it was difficult to make contact with tutors in this sector and the range of provision is very varied. The project team would also like to see continued joint work between the NCETM and the Association of Mathematics Education Teachers in promoting the role and value of tutors in developing excellence in mathematics teaching through their work with ITE trainees and recognising the influence tutors have over future generations of teachers.

References

Cockcroft, W. (1982) Mathematics Counts: The Cockcroft Report. London: Her Majesty's Stationery Office.

NCETM (2008) Mathematics Matters

Parliamentary Office of Science and Technology (1996) Teaching Science and Maths. POST Technical Report 88, December.

Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2009) Developing Primary Mathematics Teaching: reflecting on practice with the Knowledge Quartet. London: Sage.

Smith, A. (2004) Making Mathematics Count: The Report of Professor Adrian Smith's Inquiry into Post-14 Mathematics Education. London: The Stationery Office.

University of Manchester (2005) Where will the next generation of UK mathematicians come from? Preliminary report of a meeting 18/19 March 2005. UK Mathematics Foundation.

Williams, P. (2008) Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools. Nottingham: Department of Children, Schools and Families.

Ma, L. (1999) Knowing and Teaching Elementary Mathematics: Teachers’ Understanding of Fundamental Mathematics in China and the United States. Mahwah: Lawrence Erlbaum Associates.

Nunes, T., Bryant, P. and Watson, A. (2009) Key Understandings in Mathematics Learning: a report to the Nuffield Foundation. London: Nuffield Foundation.

 
 
 


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