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ITE

More Thoughts on ITE in Maths

Last year I wrote a post on subject knowledge and maths ITE, where I argued that we cannot take for granted the subject knowledge of someone beginning to teach maths. There are many reasons for this, which you can read in the post if you are so inclined, but the tl;dr is that most of us (maths teachers) are good at maths at school, move on from it, and never have to think about school maths in any great depth once we’re on group theory or fluid dynamics or the Poisson distribution.

One thing I mentioned in the post that I want to pick up here is that there is so much fragmentation in our system of ITE that guaranteeing a consistent quality experience for trainees across the country is practically impossible. Continue reading “More Thoughts on ITE in Maths”

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Subject Knowledge and Initial Teacher Education

In 2015 the Advisory Committee on Mathematics Education (ACME) released their report Beginning Teaching: best in class? High-quality initial teacher education for all teachers of mathematics in England.  The report found that there are many inconsistencies in the provision of maths initial teacher education (ITE) in England, in part due to the variety of routes available into the profession (including university-based postgraduate courses, School Direct, School-Centred Initial Teacher Training (SCITT) and Teach First)) but in the main due to the absence of a shared standard for maths ITE. Continue reading “Subject Knowledge and Initial Teacher Education”

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