Golding, J;
(2017)
Mathematics teacher capacity for change.
Oxford Review of Education
, 43
(4)
pp. 502-517.
10.1080/03054985.2017.1331846.
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Abstract
Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued ‘good practice’. It suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge. The study supports a construct of ‘(mathematics) teacher capacity for change’ at both individual and group levels within teachers’ ‘personal domains’, synthesising the range of characteristics apparently needed by teachers in times of change. In particular, it argues for the development of dispositions for collaborative learning and of other learning-supportive affects. Such an approach has the potential to place teachers in a better position to respond to demanding aspirations.
| Type: | Article |
|---|---|
| Title: | Mathematics teacher capacity for change |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03054985.2017.1331846 |
| Publisher version: | http://dx.doi.org/10.1080/03054985.2017.1331846 |
| Language: | English |
| Additional information: | Copyright © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Capacity for Change, Affect, Professional Learning Community, Mathematics |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education 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 |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1556322 |
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