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

Abstract

In this article we explore the effectiveness of a mathematics subject knowledge development model that integrates conventional distance learning with an e-learning coaching and peer group conferencing environment. The effectiveness of the model in supporting 194 primary (pupils aged 5-11 years) trainee teachers' achievement of the subject knowledge standards (DfEE 1998a) 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-qualifying teachers identify as critical factors for success are outlined and the relevance of the model for teacher professional development is discussed. ContextIn the USA, Australia and the UK there is political concern about the teaching of mathematics (Third International Mathematics and Science Study [TIMSS] 1996). This issue underpins international activity focusing on the improvement of mathematics subject knowledge among trainee teachers and practising teachers.Research in the USA has identified the importance of what prospective primary (elementary) teachers bring to training courses. Ball (1988) has argued that a lack of attention to what teachers bring with them to learning to teach may account for the reason why teachers tend to teach mathematics as they were taught themselves. In Australia,Hill (2000) has explored why mathematics education programmes appear to have only a limited effect on trainee teachers' capacity and willingness to learn and teach mathematics for relational understanding (knowing both what to do and why). She argues that even though trainees are trained to teach for relational understanding they often revert to the instrumental methods they learnt in school. Mayes, 1998). In this context, distance-learning with programme specific text materials and e-conferencing is the most appropriate mode of delivery to allow trainees access to the curriculum and support from tutors and other trainee teachers. Second, the cohort's entry qualifications, in terms of mathematical subject knowledge, were highly variable.This meant that the approach to developing subject knowledge needed to be highly differentiated, allowing individual trainees to focus on and develop in specific identified mathematical areas in relation to personal need.These issues of variable access to professional development linked to geographical dispersal and diversity of professional development needs are shared by practising teachers. The model may have relevance, therefore, to those planning professional development opportunities for teachers in the context of the continued national focus on improving mathematics teaching. Research StudyThe research presented in this article relates to a cohort of 194 primary ITT trainees on the OU PGCE The study considered these questions:Was this subject knowledge development model effective in supporting trainees in achieving the mathematical standards for qualified teacher status?What features of the model contributed to successful trainee deve...

El impacto de un programa de enfoque socioconstructivista en las actitudes de futuros profesores de primaria sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular

“…As can be seen, the findings of this study are consistent with previous literature and research on this topic, which showed how primary teachers experience anxiety and negative attitudes towards mathematics (Burgess and Mayes 2008, Ernest 1989, Henderson and Rodrigues 2008, Hodgen and Askew 2007, Murphy 2006, Smith 1996.…”

COVID-19 and teacher education: a literature review of online teaching and learning practices

“…Additional strategies for the establishment of a social presence were highlighted in the literature examined. Group members with similar interests or roles (Li 2011;Rideout et al 2008;Yeh 2010) provided further opportunities to enhance belongingness; collaboration in small groups (Dickey 2004;Ducan and Barnett 2009;Li 2011) helped to develop trust and more cohesive communities; regular discussions and high levels of support and cooperation among group members (Burgess and Mayes 2008;Vinagre 2017;Yeh 2010) were more likely to drive constructive environments and better performance, and; authentic and practical activities (Satar and Akcan 2018; Swaggerty and Broemmel 2017; Yeh 2010) as well as relevant commenting (Tang and Lam 2014;Vinagre 2017) fostered participation and commitment to the task. The establishment of a social presence was also found when social interaction (process) was prioritised over the completion of the task (product) (Vinagre 2017).…”

“…Key issues in the design of effective online learning environments included an accurate pedagogical approach, relevant and authentic assignments, and appropriate tools and technology. Several aspects related to the former led to teaching and learning impact: providing flexibility to foster self-pace learning while at the time setting clear expectations and timelines for the students (Ducan and Barnett 2009;Jin 2005); targeting individual needs, strengths and interests (Burgess and Mayes 2008;Chambers, Threlfall, and Roper 2012;Coole and Watts 2009;Tai et al 2019), including also preferred e-learning styles (Coole and Watts 2009;Ducan and Barnett 2009), and users' technology experience (Chieu, Herbst, and Weiss 2011); focusing on formative assessment to enhance students' learning (Delfino and Persico 2007;Uribe and Vaughan 2017), with a special attention to peer-to-peer forms of assessment to promote learners' participation and meaningful engagement (Gikandi and Morrow 2016;Wen and Tsai 2008); splitting the whole cohort into smaller groups (e.g., through breakout or chat rooms) for undertaking specific tasks (Biasutti and EL-Deghaidy 2014;Delfino and Persico 2007;Ducan and Barnett 2009;Nicholas and Ng 2009), and; providing an integrated approach in relation to the different knowledge domains (Anderson, Barham, and Northcote 2013;Evens et al 2017;Niess and Gillow-Wiles 2014) as well as the elements involved in the online teaching and learning Table 3. Factors influencing the establishment of a cognitive presence (according to the papers reviewed).…”

“…Regarding the development of relevant and authentic assignments, some design principles included: adding an interactive component to online learning activities that enabled a constructive, dialogic approach to e-learning (Baker and Watson 2014); focusing on problems of the everyday teaching practice that promoted learners' participation and their ability to apply new knowledge (Burgess and Mayes 2008;Evens et al 2017;Lee and Martin 2017), and; providing assignments that built on one another (Swaggerty and Broemmel 2017). Similar to the inclusion of videos (see Cognitive Presence), the use of contextualised case stories as instructional anchors made assignments more relevant to participants' lives and supported reflection and knowledge development (Luo et al 2018).…”

Achieving High Quality School Experience in Initial Teacher Education: How Distance Learning and Traditional Programmes are Converging

“…Despite the diverse range of subject knowledge at entry to the one year PGCE programme and the wide geographical spread of the trainees the model of e-learning combined with face-to-face and text based materials demonstrated that all applicants could achieve equally good subject knowledge outcomes that met the national assessment subject knowledge standards in mathematics. (Burgess & Shelton Mayes 2008) Video-conferencing has also been used extensively on ODL programmes, when the trainees are geographically isolated. In Scotland, the training of Gaelic-medium teachers for Gaelic communities is addressed through an ODL ITE programmes involving the use of video-conferencing (see Box 5) this poses some important pedagogic problems.…”