Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy

ABSTRACT

Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this changing workforce is, however, unresolved. Teachers in a recent national study report the benefits of non-formal learning but the diverse organisational structures of colleges impact on the size and focus of teacher communities and thereby the nature of professional learning. Where mathematics teachers are enabled to meet regularly or work in close proximity, teacher learning communities emerge but their development is constrained by a lack of consensus on the professional identities and competencies of mathematics teachers in FE colleges. Despite these obstacles, we argue that there is considerable potential to enhance professional learning for mathematics teachers in FE through a communities of practice approach and that such a strategy for professional development is a key component of a self-improving further education system.

KEYWORDS:

• Community of practice
• mathematics
• professional learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Nuffield Foundation under Grant number EDO/42854.

Notes on contributors

Diane Dalby

Diane Dalby had extensive experience of managing and teaching mathematics in the Further Education sector before undertaking a doctoral study of the experiences of vocational students learning mathematics. She now works as a Senior Research Fellow in the Centre for Research in Mathematics Education at the University of Nottingham.

Andrew Noyes

Andrew Noyes taught mathematics at secondary school before joining the University of Nottingham. He is Professor of Education and with wide research interests in 14-19 education. He has been heavily involved in qualifications reform and is engaged in national policy advisory work.