Swain, Jon and Swan, Malcolm (2009) Teachers' attempts to integrate research-based principles into the teaching of numeracy with post-16 learners. Research in Compulsory Education, 14 (1). pp. 75-92. ISSN 1747-5112 (electronic) 1359-6748 (paper)
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Abstract
This paper describes some outcomes of a nine-month design-based research study into the professional development of 24 numeracy teachers with post-16 learners. The teachers were encouraged to integrate eight research-based teaching principles into their classroom practices as they implemented a set of discussion-based mathematics learning resources. A mixed methods approach was used to evaluate the outcomes, including interviews and classroom observation. The paper examines: teachers’ perceptions of the project; the reasons why they found some pedagogical principles more difficult to incorporate than others and the factors that enabled and impeded their use of the learning resources. In particular it is noted that the principles that teachers considered to be most important were not the ones that they were observed using most effectively. The paper concludes by considering the implications of the research for initial and continuing teacher education.
| Item Type: | Article |
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| Additional Information: | This is an electronic version of an article published in Swain, Jon and Swan, Malcolm (2009) Teachers' attempts to integrate research-based principles into the teaching of numeracy with post-16 learners. Research in Compulsory Education, 14 (1). pp. 75-92. Research in Compulsory Education is available online at: http://www.informaworld.com/10.1080/13596740902717424 |
| Subjects: | Departments > National Research and Development Centre for Adult Literacy and Numeracy |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 05 May 2010 12:30 |
| Last Modified: | 26 Jun 2012 22:32 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/3863 |
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