The research question focuses on the learning and teaching that takes place on a one-year primary PGCE programme in a north of England higher education institution.  The programme recruits approximately 150 student teachers each year and there is a choice of route: a ‘lower’ route where students study learning and teaching for children aged from 3-7 years of age, and an ‘upper’ route which focuses on teaching children aged 7-11 years.  One of the key aims of the programme is to promote an enquiry-based approach to learning (EBL).  A working definition of EBL is provided here:

EBL is a process of learning in which the learner has a significant influence on or choice about the aim, scope, or topic of their learning: and attends intentionally to, learns about, and is guided or supported in, the process of learning.” (Tosey, 2008)

It could be argued that learning in higher education is normatively expected to be ‘traditional’ which Boud (1981) highlights that most people involved in higher education have learned only the skills of learning by being taught, without developing personal knowledge of the learning processes involved. This is particularly significant in the current climate of fee paying ‘consumers’ of knowledge who want value for money for the courses they enrol upon.  Yet how can ‘delivery of knowledge’ be effective for deeper learning and enable developing primary teachers to be transformative and reflective professionals in the classroom?

Previous research on this topic has transformed the design and delivery of a professional studies module on the programme.  There is now a greater balance between tutor-led and student-led learning as well as spaces to think and reflect (Savin-Baden, 2008).  Feedback from previous cohorts has requested more opportunities for student-led learning with tutors acting as facilitators, rather than experts of knowledge.  ‘We can all read a PowerPoint!’ was often a comment in programme evaluations.  The success of the professional studies module was used as a starting point for reconsidering the mathematics module that is part of the overall programme.

The structure of the mathematics module is mainly focused on subject knowledge content rather than development of a pedagogical understanding of how mathematics is learnt and therefore best taught. It is suggested that tutors of mathematics engage in ‘product help' rather than ‘process help' when working with students (Pijls and Dekker, 2011). This didactic approach to learning and teaching may well support less confident students but may not enable them to be active, enquiring learners. As part of my ongoing doctoral work, I question this traditional approach of tutor-led teaching in mathematics and set a challenge whereby students lead their learning within the module.  Early indicators from data suggest that there is a difference in perceived needs for the two routes of students.

Boud, D (Ed). (1981) Developing Student Autonomy in Learning. 2nd Ed. London: Kogan Page McNiff, J (2010) Action Research for Professional Development. Dorset: September Books McNiff, J (2013) Action Research: principles and practice 3rd Ed. London: Routledge Pijls, M and Dekker, R (2011) Students discussing their mathematical ideas: the role of the teacher. Mathematics Education Research Journal Vol 23 No. 4, 379-396 Savin-Baden, M (2008) Learning Spaces: creating opportunities for knowledge creation in academic life. Berkshire: OUP Tosey, P et al (2008) Enquiry-based learning: a resource for Higher Education. ESCalate/University of Surrey. Available at http://escalate.ac.uk/4746. Accessed 30.01.14 Whitehead, J (1999) How Do I Improve My Practice?: Creating a discipline of education through educational enquiry. Submitted by Jack Whitehead
for the degree of Ph.D.
of the University of Bath
1999. Available at: http://www.actionresearch.net/living/jack.shtml Accessed: 20.01.14