Learning to be a teacher of mathematics - what makes the difference? Reflections from a group of students who have completed their first year of BA Primary Education at university

Description

This research focuses on the relationship that student teachers have with mathematics and how this relationship develops and evolves to create their identity as a mathematics educator during their first year of initial teacher training (ITT) at a University in England. The research will draw on an explanatory case study approach. The case study approach was selected as it allows for the in-depth study of a problem which then leads to ‘fuzzy generalisations’ (Bell and Waters, 2018, p.30). The ‘case ‘is the formed through the 2021- 2024 cohort of 74 students who have entered the BA Primary Education with QTS which provides ITT university-based training at a university in England. Drawing on a theoretical framework of Bandura’s (1977) theory of the development of self-efficacy I argue that for many student teachers the understanding of the equal value given to the how and the why of teaching may be problematic for them, as it is a different experience to the one in which they experienced as a learner of mathematics themselves

Period	22 Aug 2023
Event title	European Conference on Educational Research 2023 : ERC
Event type	Conference
Conference number	99 ERC SES 08C
Location	Glasgow, United KingdomShow on map
Degree of Recognition	International