Professor David Burghes et al
This research sought to identify good practice in the training of mathematics teachers, based on evidence from mathematically high-performing countries around the world including England, Finland, Hungary, the Czech Republic, Ireland, Russia, China, Japan, Singapore and Ukraine.
In each of the participating countries samples of between 100 and 200 trainee teachers in both the primary and secondary sectors completed an audit of their mathematical skills and knowledge and their understanding of mathematical concepts.
The research found a fair amount of variation in practice across countries and across sectors. Given this variation the researchers recommend that trainee teachers of mathematics in the primary sector should continue to study mathematics up to their entry into teacher training, rather than stopping mathematical study at age 16, to mirror good practice in the secondary sector. They also recommend that NQTs should have a significantly reduced timetable, allowing them time for lesson preparation, reflection, working with expert teachers and practical work contributing to modules in a Master’s Degree; this should continue for at least three years, with a gradual increase in teaching time.
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