How do trainee teachers perceive the QTS numeracy test ?

Kay, Jane (2014) How do trainee teachers perceive the QTS numeracy test ? Practice and Research in Education. pp. 16-26.

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Abstract

The compulsory UK education sector (primary and secondary) or schools sector requires trainee teachers to complete a numeracy skills test in addition to holding a GCSE in mathematics at a minimum grade C. This article centres on the perception of the QTS numeracy test from the standpoint of those who undertake to be tested. Anecdotal evidence suggests that numeracy within teacher education programs is not favourably received or welcomed by trainee teachers. The research reported here primarily investigates the opinion and perception of numeracy tests presenting data collected from educational forums. These forums are online, open to public scrutiny and allow comments to be collected and analysed without the requirement for researcher participation. The researcher does not need to elicit responses and has no control over the comments produced, allowing for naturalistic data to be presented. The forum postings are treated as conversations or elements of conversational comment. Although analysis of conversation can also examine other elements, emphasis, for instance or body language, this is for the most part absent from forum postings. Trainee teachers have presented perceptions which are made up of different proximal and situational as well as personal factors. As trainees they must be supported to address their own level and depth of numerical comprehension whilst also examining the factors that surround the acquisition of this knowledge for their own students in the classroom to be successful as educators.

Item Type: Article
Uncontrolled Keywords: Numeracy, Mathematics, ITT (Initial Teacher Education), QTS (Qualified Teacher Status), Perception, Trainee teacher
Divisions: School of Education and Psychology > Education
University Publications > Research > Practice & Research in Education
Depositing User: Tracey Gill
Date Deposited: 15 Jan 2015 14:20
Last Modified: 12 Mar 2019 08:53
URI: http://ubir.bolton.ac.uk/id/eprint/645

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