Abstract
Alongside new models for government-funded professional development, England's academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in primary mathematics, pointing to increased variability for teachers in the development they experience, increased responsibility for many school-based subject leaders and disrupted flow of professional knowledge around the school system. The article concludes by predicting the challenges for teacher learning in mathematics if a full academisation policy agenda is pursued.
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