Advisory Committee on Mathematics Education (ACME)

Teacher education and development

ACMEscreenshotBeginningteachingSee here for more about ACME's work on Initial Teacher Education (ITE) and the recent report on high-quality ITE for teachers of mathematics.

Teacher education does not end with ITE. ACME believes that all teachers of mathematics have an entitlement and a responsibility to professional development throughout their careers. Policy advice can be found in ACME's 2013 professional development report, Empowering Teachers: Success for Learners.

What is the issue?

Some of the issues have been set out in ACME's Maths Snapshot on teacher education and development.

  • There is a shortage of appropriately qualified teachers of mathematics.
  • Different routes into teaching contain different quantity and quality of mathematics-specific training.
  • There is no overarching, long-term strategy for career-long professional development.

What does ACME advise?

ACME believes that all students should receive high quality mathematics teaching from teachers who are themselves professional learners. A world-class education system needs to empower its teachers by nurturing a culture of professional development. All teachers should be entitled to, and have responsibility for, continuing to update their skills and subject expertise throughout their career.

There are not enough specialist teachers of maths in primary, secondary and further education.

There is an urgent need to:

  • attract more high-quality maths teachers into all sectors
  • train all teachers to teach maths more effectively
  • support teachers through high-quality, career-long professional learning and provide career opportunities for maths teachers to develop their knowledge and skills
  • retain a greater proportion of the best teachers in classrooms.

034_clr

 

 

© Copyright Advisory Committee on Mathematics Education 2017. All rights reserved.

Disclaimer | Cookies