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Understanding the European policy landscape and its impact on change in mathematics and science pedagogies.

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Title: Understanding the European policy landscape and its impact on change in mathematics and science pedagogies.
Authors: Wake, Geoffrey David1 geoffrey.wake@nottingham.ac.uk, Burkhardt, Hugh1
Source: ZDM - Mathematics Education. Nov2013, Vol. 45 Issue 6, p851-861. 11p.
Subject Terms: *Mathematics education, *Science education, *Education policy, *Inquiry-based learning, *Career development
Geographic Terms: Europe
Abstract: Effecting an increase in the use of inquiry-based learning pedagogies in mathematics and science at a large scale across Europe has been promoted within the European education policy space. The primary goal is greater numbers of young people having more positive dispositions towards future careers in science, engineering and technology (Rocard in EUR22845—science education now: a renewed pedagogy for the future of Europe, http://www.eesc.europa.eu/resources/docs/rapportrocardfinal.pdf , 2007 ). We report on policy research as part of a European funded project that aims to support professional development that might bring about such changes. Our analysis points to policy activity that, to a greater or lesser degree, appears to be ineffective in meeting the desired outcomes in respect of teacher change. We identify why, although there is much policy activity, initiatives struggle to make an impact on teaching practices and learners’ experiences. Overall we point to misalignment in what policy defines in terms of input to learning, what is measured and valued in terms of outcomes, and what is desired in the teaching process. We also point to how policy fails to support development of the individual teacher and the teaching profession as a whole in ways that might effect the desired change. [ABSTRACT FROM AUTHOR]
Copyright of ZDM - Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effecting an increase in the use of inquiry-based learning pedagogies in mathematics and science at a large scale across Europe has been promoted within the European education policy space. The primary goal is greater numbers of young people having more positive dispositions towards future careers in science, engineering and technology (Rocard in EUR22845—science education now: a renewed pedagogy for the future of Europe, http://www.eesc.europa.eu/resources/docs/rapportrocardfinal.pdf , 2007 ). We report on policy research as part of a European funded project that aims to support professional development that might bring about such changes. Our analysis points to policy activity that, to a greater or lesser degree, appears to be ineffective in meeting the desired outcomes in respect of teacher change. We identify why, although there is much policy activity, initiatives struggle to make an impact on teaching practices and learners’ experiences. Overall we point to misalignment in what policy defines in terms of input to learning, what is measured and valued in terms of outcomes, and what is desired in the teaching process. We also point to how policy fails to support development of the individual teacher and the teaching profession as a whole in ways that might effect the desired change. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of ZDM - Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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