How Can We Reconceptualise The Mathematics Curriculum For Students Becoming Primary Teachers To Enable Them To Become Independent Enquirers?

Author(s):

Jenny Carpenter(presenting / submitting)

Conference:

ECER 2015

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 09 C,

Paper Session

Time:

2015-09-10

11:00-12:30

Room:

209.Oktatóterem [C]

Chair:

Kathleen Nolan

Contribution

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.

Method

Through action research into my own practice as a mathematics tutor, I am able to ‘see things both from an action perspective and also a research perspective’ (McNiff, 2010). I am engaging in collaborative dialogue with both students and colleagues in an attempt to establish a shared understanding of enquiry-based learning. Evidence of practice is being collected through video and audio recordings, surveys and research discussions. I aim to include students in evaluating the video evidence and also colleagues with whom I am undertaking similar work, so that we can clearly define our own values observed through our interactions. Discussions in research focus groups within the university and Faculty, act as a critical friend and validation panel. Through enquiry into my practice and the sharing of my findings, I hope to model reflection as a professional educator so that the students I work alongside can see how this can improve practice. I am ‘taking action in [my] own thinking, so that [my] actions in the world work for other people’s benefit, and therefore [my] own.’ (McNiff, 2013). This is key if I wish to live according my values (Whitehead, 1999) of integrity, open-mindedness and autonomy.

Expected Outcomes

The findings will hopefully reflect why tutors should be designing learning and ‘engaging with forms of knowledge that create disturbance both for themselves and their students’ (Savin-Baden, 2008). If we ultimately want our future primary teachers to be deep, reflective and autonomous learners and thinkers, then they need to be involved in an explicit understanding of how they learn and how children learn. I would argue that the pedagogy of learning cannot be separated from teaching, and teacher training programmes need to synthesise both elements through tutor modelling of effective practice as well as course design.

References

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

Author Information

Jenny Carpenter (presenting / submitting)

York St John University

Education & Theology

York

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.