Flexible autonomy: an online approach to developing mathematics subject knowledge for teachers

This paper uses an adaptation of Brookfield’s (2017) lenses to critically reflect upon a Subject Knowledge Enhancement Course designed and taught by the authors.

Learning occurs through a synthesis of asynchronous engagement with online e-learning modules, weekly synchronous tutorials and self-reflection following formative and summative assessment opportunities. Interrogating the course design, learner feedback and observation, and tutor pedagogic choices through connectivist and social constructivist learning theory, the paper concludes that the common perceived learning gains occur through the flexibility in learning, and the supported autonomy that learners are given. Further developments in our offer should therefore aim to improve these opportunities for learners where possible.