From Standards-Led to Market-Driven: A Critical Moment for Adult Numeracy Teacher Trainers

摘要: There has been a shift in the training of numeracy teachers England away from highly regulated 'standards-based' approach to teacher towards one that seeks engage employer groups and stakeholders determining needs further education. This taken place within context rapid reform mathematics curricula for post-16 learners. The planned curriculum changes have again highlighted shortage qualified needed implement national policy initiatives, brought onto agenda once again. paper uses Bernstein's notions vertical knowledge horizontal consider how trainee may be supported bridge gap between their own mathematical classroom practice as teachers. It also draws on Shulman's seven types make these connections. Recommendations made relate entry criteria adult teachers, allowing 'time space' reflect with other trainees rather than 'immersion practice', benefits practitioner-led enquiry develop innovative pedagogies, enhanced links education school-based higher