How can I improve provision for mathematics on a primary PGCE Initial Teacher Education programme in a context of national change?

In this study, which was the focus for an MA dissertation, I focused on my own
practice as subject leader for mathematics on a university-based PGCE Initial
Teacher Education (ITE) programme and the ways in which I could examine,
critique and ultimately change my practice in a time of change within the ITE
sector. By using a mixed methods paradigm and an action research methodology,
I explored elements of my practice and placed them in the context of recent
developments in the sector, notably the introduction of the revised national
curriculum in 2014 and the Carter review in 2015. In particular, I identified how
the national context impacted on my own pedagogy in relation to trainees’
acquisition of mathematical subject knowledge, curriculum knowledge and
pedagogical knowledge. The study demonstrates that by making small changes
to ITE provision to implement national priorities, trainee satisfaction with the
quality of their training experience can be improved.