Golding, Jennie;
(2022)
Keynote lecture: Teacher development for policy change.
Presented at: The International Conference on Educational Studies and Entrepreneurships (ICoESE) 2022, Makassar, Indonesia.
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Abstract
In an increasingly globalised world, education policy systems continue to identify change in curriculum, pedagogy and/or assessment as a means to better equipping young people for (societal and individual) thriving in the twenty-first century. However, there is widespread evidence that those intentions are often undermined by the challenges inherent in the related teacher development needed. In this keynote I suggest some common and emerging aspirations for twenty-first century education in mathematics and related areas. I draw on the wider evidence base, and my own longitudinal classroom-close research, to analyse the demands on teachers, and the impediments to their valid enactment of widely-valued mathematics curriculum policy intentions. I also suggest some ways to address those challenges.
| Type: | Conference item (Presentation) |
|---|---|
| Title: | Keynote lecture: Teacher development for policy change |
| Event: | The International Conference on Educational Studies and Entrepreneurships (ICoESE) 2022 |
| Location: | Makassar, Indonesia |
| Dates: | 13 - 14 August 2022 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://icoese.unm.ac.id/icoesm2021/ |
| Language: | English |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10157460 |
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