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

Journal article


Hazeldine, L., Shearman, J. and Yardley, F. 2018. Flexible autonomy: an online approach to developing mathematics subject knowledge for teachers. British Congress of Mathematics Education.
AuthorsHazeldine, L., Shearman, J. and Yardley, F.
Abstract

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.

KeywordsSKE; e-learning; connectivism; reflection; flexibility; autonomy
Year2018
JournalBritish Congress of Mathematics Education
PublisherBCME
Official URLhttp://www.bsrlm.org.uk/wp-content/uploads/2018/11/BCME9-Research-Proceedings.pdf
Related URLhttps://www.bcme.org.uk/BCME9-2018
Publication dates
Print2018
Publication process dates
Deposited02 Oct 2018
Accepted15 Sep 2018
Accepted author manuscript
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/88wy1/flexible-autonomy-an-online-approach-to-developing-mathematics-subject-knowledge-for-teachers

Download files

  • 208
    total views
  • 121
    total downloads
  • 6
    views this month
  • 1
    downloads this month

Export as

Related outputs

Nurturing epistemic agency through interdisciplinary enquiry
Hazeldine, L. and Thomas, C. 2023. Nurturing epistemic agency through interdisciplinary enquiry. Impact: Journal of the Chartered College of Teaching. (18).
Semiosis, hybridity, and the mediated mind
Hazeldine, L. 2023. Semiosis, hybridity, and the mediated mind . in: Khine, M. S. (ed.) New Directions in Rhizomatic Learning: From Poststructural Thinking to Nomadic Pedagogy Oxon Routledge.
The epistemic insight digest: Issue 3: Autumn 2021
Pickard, Angela, Hazeldine, Lee, Thompson, Caitlin, Lam, Holly and Briscoe, Liseli Shalet, Dani (ed.) 2021. The epistemic insight digest: Issue 3: Autumn 2021. Canterbury Canterbury Christ Church University.
Doing participatory research within diverse locations: conducting collaborative enquiry into complex environments using digital technology
Hazeldine, L. and Beighton, C. 2021. Doing participatory research within diverse locations: conducting collaborative enquiry into complex environments using digital technology. SAGE.
Using digital strategies for primary learning
Hazeldine, L. 2020. Using digital strategies for primary learning. in: Bower, V. (ed.) Debates in primary education
Shattering the subject silos: learning about big questions and epistemic insights
Billingsley, B. and Hazeldine, L. 2020. Shattering the subject silos: learning about big questions and epistemic insights. Impact: Journal of the Chartered College of Teaching. Summer (Issue 9).
Harnessing mobile devices for field trips: enhancing learning through digital technology
Hazeldine, L. and Walker, C. 2019. Harnessing mobile devices for field trips: enhancing learning through digital technology. Teaching Geography. 44 (2), pp. 75-77.
Flexible autonomy: how online resources and live tutorials have been used successfully to develop and enhance subject knowledge in trainee teachers
Yardley, F., Hazeldine, L. and Shearman, J. 2019. Flexible autonomy: how online resources and live tutorials have been used successfully to develop and enhance subject knowledge in trainee teachers. Impact: Journal of the Chartered College of Teaching.
Shattering the subject silo: Radical curriculum transformation and enhanced insight through co-created research
Lawson, F. and Hazeldine, L. 2019. Shattering the subject silo: Radical curriculum transformation and enhanced insight through co-created research.
Analysing multimodal data in complex social spaces
Hazeldine, L., Beighton, C. and Hazeldine, G. 2019. Analysing multimodal data in complex social spaces. SAGE.