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Using e-learning to support primary trainee teachers’ development of mathematical subject knowledge: An analysis of learning and the impact on confidence

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posted on 2011-05-27, 12:50 authored by Hilary Burgess, Ann Shelton Mayes
This article explores the effectiveness of a mathematics subject knowledge development model that integrates conventional text-based distance learning with an e-learning coaching and peer group conferencing environment. The effectiveness of the model in supporting 194 trainee primary (pupil's aged 5-11 years) teachers achievement of the subject knowledge standards required for qualified teacher status is evaluated and the impact of the model on trainee confidence is explored. Features of the model that trainees, tutors and post-qualifiying teachers identify as critical factors for success are outlined and the relevance of the model for teacher professional development is discussed.

History

Citation

Teacher Development, 2008, 12(1), pp. 37-55.

Published in

Teacher Development

Publisher

Taylor & Francis (Routledge)

issn

1366-4530

eissn

1747-5120

Copyright date

2008

Available date

2011-05-27

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/13664530701827731

Language

en

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