How can I improve provision for mathematics on a primary PGCE Initial Teacher Education programme in a context of national change

Abstract

In this study, which was the focus for an MA dissertation, I focused on my own practice as subject leader for mathematics on a university-based PGCE Initial Teacher Education (ITE) programme and the ways in which I could examine, critique and ultimately change my practice in a time of change within the ITE sector. By using a mixed methods paradigm and an action research methodology, I explored elements of my practice and placed them in the context of recent developments in the sector, notably the introduction of the revised national curriculum in 2014 and the Carter review in 2015. In particular, I identified how the national context impacted on my own pedagogy in relation to trainees’ acquisition of mathematical subject knowledge, curriculum knowledge and pedagogical knowledge. The study demonstrates that by making small changes to ITE provision to implement national priorities, trainee satisfaction with the quality of their training experience can be improved.