Teachers learn by watching great teachers: A response to the Secretary of State for Education’s espoused theory of professional learning
Since the beginnings of compulsory secondary education in England, questions have been asked about the general attainment level of those leaving education. In order to improve standards, there have been increasing numbers of initiatives aimed at improving the quality of teaching. These have been in the form of stronger accountability and in professional development. Perhaps no more attention has been given to any other subject as it has to the teaching of mathematics. In this lecture, I consider how we might go about developing the quality of mathematics teaching through professional development. I draw on the evidence of my recent research. The research is based on a four-year mixed methods embedded multiple case study involving four secondary school mathematics departments participating in a professional development programme. From this I propose a new theoretical framework for professional learning. From this I will demonstrate the flaws in current Government policy and in its espoused position on teachers’ professional learning.
Notes about the speaker: Steve Watson is a University Lecturer in Mathematics Education in the Faculty of Education and is a member of Wolfson College. In the Faculty of Education, he is principally involved in the initial teacher training programme as well being actively involved in education research. Previously he was at the University of Nottingham after having been a teacher of mathematics in North East Lincolnshire for eight years. Before teaching, Steve worked as a telecommunications engineer.