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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
Open accessAbstract
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.
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“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,”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Burgess and Mayes 2008
In the citing paper
“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 2”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Burgess and Mayes 2008
In the citing paper
“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);”
From COVID-19 and teacher education: a literature review of online teaching and learning practices (2020) · cites this paper as Burgess and Mayes 2008
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Cited by
Sorted by citations
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Metadata
- Authors
- Burgess, H., & Mayes, A. S.
- Affiliations
- The Open University (GB)
- University of Northampton (GB)
- Corresponding author
- Burgess, Hilary
- Venue
- Teacher Development
- Publisher
- Informa UK Limited
- Published
- 2008-02
- Volume
- 12
- Issue
- 1
- Pages
- 37-55
- ISSN
- 1366-4530 (ISSN-L)
- 1747-5120
- OpenAlex
- W1995835123
- Cited by
- 15
- References
- 0
- Citations by year
- 2024: 1 · 2023: 1 · 2022: 1 · 2020: 3 · 2018: 1 · 2017: 2 · 2016: 1 · 2015: 1
- FWCI
- 5.79
- Type
- journal article
- Language
- en
- Open access
- green
- figshare.com
- Licence
- cc-by
- Locations
- Teacher Development (publishedVersion)
- Figshare (submittedVersion, cc-by)
- Leicester Research Archive (University of Leicester) (submittedVersion, other-oa)
- Topics
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Programs
- Keywords
- online learning, teacher professional development, distance education, coaching, teacher confidence, Qualified Teacher Status, mathematics teacher education
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- Burgess, H., & Mayes, A. S. (2008). Using e‐learning to support primary trainee teachers’ development of mathematical subject knowledge: An analysis of learning and the impact on confidence. Teacher Development. https://doi.org/10.1080/13664530701827731
