Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.780353
Title: Developing primary teachers' mathematics subject knowledge : a practitioner research study that explores the developed nature of primary teachers' subject knowledge in mathematics, the factors which influenced its development, and its interrelationship with, and influence on, changes in professional practice, within the context of a Mathematics Specialist Teacher programme (MaST)
Author: Morgan, Deborah Catherine
ISNI:       0000 0004 7965 9974
Awarding Body: Open University
Current Institution: Open University
Date of Award: 2016
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Abstract:
The study is set within the context of the Mathematics Specialist Teacher Programme (MaST) at a University in England. This programme was a two year Masters' level professional development for primary teachers. The research questions explore the nature of the subject knowledge developed by the teachers; the factors which influenced its development and how the developed subject knowledge interacts with and influences classroom practice. A practitioner research approach was adopted, influenced by the concept of phenomenography. Grounded theory was applied to analyse the data in order to develop theory. A mixed methods strategy was used, involving mainly qualitative data with some quantitative data collected through both questionnaires and group interviews. The main findings were that: - The development of teacher subject knowledge is dynamic and continuous and has the potential to develop within the context of practice. - A connected structure applied to the programme design had significant impact on teacher development. - The particular constructs used within the programme acted as vehicles for transference of developed subject knowledge into practice. My recommendations for policy and future research are: - The development of a national framework for primary teacher subject knowledge in mathematics, which outlines the required knowledge and recommendations for development. This would require research, agreement and evaluation. - Further research into effective strategies for the development of teacher subject knowledge in mathematics, including the application of a big ideas framework.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.780353  DOI:
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