Learning to Love Maths. A qualitative investigation mapping Early Primary ITE undergraduates’ evolving perspectives on Mathematics and Maths teaching. This research investigates and interprets the experiences of eight trainee and early career Primary school teachers, whose ITE course focuses on teaching 3–7-year-olds. The study encompasses their journey from the start of their teacher training undergraduate degree at an English university, through graduation and into their first year as Early Career Teachers (ECTs) in English primary schools. The research objective is to explore the trainee teachers' perceptions of mathematics and their understanding of subject and pedagogical content knowledge, with a particular emphasis on personal development, self-efficacy and their idiographic journey. Additionally, the study investigates the influence of public attitudes towards mathematics and the impact of performativity on the participants. Howell’s (1982) Conscious Competency Matrix (CCM) is applied as a conceptual lens in the research to interpret the trainee and early career teachers’ evolving awareness of their developing teacher persona. The research reveals insights into their experiences, highlighting the significance of personal beliefs and professional identity throughout their teacher training journey. The research adopts a qualitative, longitudinal case study approach with the eight participants. Methods of data collection incorporate creative and diverse research tools such as sculptures, personal reflections, journey maps and qualitative interviews in order to construct a rich picture of the participants’ experiences, and to diminish the influence of the researcher. Data is analysed using Reflexive Thematic Analysis (RTA) (Braun & Clarke, 2021) and Interpretative Phenomenological Analysis (IPA) (Smith et al., 2022). The IPA analysis utilises a ‘treble hermeneutic’ in which the researcher reflects upon participants’ own on-going reflections of their current and previous perceptions of their experiences as trainees and ECTs. The implications of the research are of value to various stakeholders:- from trainees, teachers, those involved in ITE and ECT programmes and mentors. The findings contribute to the development of trainee teachers by informing strategies for enhancing their mathematical competence and self-efficacy; suggesting potential areas of focus to better support trainee teachers' attitudes towards mathematics; and by making recommendations about the design of initial teacher education (ITE) curricula. The need for mentor training programmes to facilitate effective guidance and support for trainees and early career teachers during the crucial early years of teaching is also addressed. The Conscious Competency Matrix is developed and extended, and a new, accessible metaphor suggested to aid discussion of the trainee teacher journey, between mentors, tutors, and trainees. This research contributes to the broader scholarly discourses on primary mathematics education and early teacher development. It emphasises the importance of nurturing positive attitudes towards mathematics amongst Primary school teachers, before, during and after their ITE experiences.
| Date of Award | 17 May 2024 |
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| Original language | English |
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| Supervisor | Emma Salter (Main Supervisor) & Mary Dyer (Co-Supervisor) |
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