Teacher learning in a shifting school landscape: the implications of academisation for professional development in primary mathematics
FORUM - ISSN 0963-8253
Volume 64 Number 3 (2022)
Teacher learning in a shifting school landscape: the implications of academisation for professional development in primary mathematics
Catherine Gripton, Georgina Hudson, Toby Greany, Andrew Noyes, Thomas Cowhitt pages 32-41
DOI: 10.3898/FORUM.2022.64.3.04
Abstract
Alongside new models for government-funded professional development, England’s academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in primary mathematics, pointing to increased variability for teachers in the development they experience, increased responsibility for many school-based subject leaders and disrupted flow of professional knowledge around the school system. The article concludes by predicting the challenges for teacher learning in mathematics if a full academisation policy agenda is pursued.
To cite this article
Catherine Gripton, Georgina Hudson, Toby Greany, Andrew Noyes, Thomas Cowhitt (2022) Teacher learning in a shifting school landscape: the implications of academisation for professional development in primary mathematics, FORUM, 64(3), 32-41. https://doi.org/10.3898/FORUM.2022.64.3.04