This survey is part of the Institute of Education‘s work for The Royal Society project “Vision for Science and Mathematics Education 5-19”. A quote:
The Royal Society’s objectives include support for the development of a world class education system in science and mathematics as a contribution both to research and to UK economic competitiveness. The current research is aimed at helping to redress identified shortcomings in current provision relating to teachers and the science and mathematics workforce, leadership and ethos within schools and colleges, infrastructure and accountability.
What surprises me is that such issues as subject knowledge and mathematical competence of mathematics teachers are not even mentioned in the survey. Look at relevant questions in the survey — they do not mention that!
- Highly enthusiastic about teaching
- Highly enthusiastic about maths
- Approachable
- Highly organised
- Good at paperwork
- Source of advice and support
- Good at using pupil performance data
- Good at maintaining pupil/student discipline
- Always ready to listen to staff
- Good team leader
- Innovator and source of fresh ideas
- Maintains high profile for the department/or for maths in the school or college
- A very hard worker
- Ensures resources are available for you to do your job
21. What factors do you think are most important in effective maths or science teaching? (tick all which apply)
- Well qualified teachers
- Enthusiastic teachers
- Having pupils in appropriate sets
- Support for pupils outside of lessons
- Wide range of extra-curricular activities
- Good relationships with pupils
- Well equipped teaching rooms
- Good materials and resources
- Data tracking of pupils and target setting
- Supportive governing body
- Whole school ethos
- Effective subject leader/coordinator
- Effective head teacher
25. Which types of subject based CPD do you think have an impact on teaching? (tick all which apply)
- Theoretical/pedagogic (eg theories of learning)
- Technical information (eg use of Interactive Whiteboards)
- Examination information (eg marking schemes, briefing form exam boards)
- Meeting teachers in same subject from different schools/colleges to share ideas and good practice
- Sharing ideas and practice with colleagues in own school
- Seeing others teach
- Being formally observed teaching and getting feedback
- Being peer observed teaching and getting feedback
- Learning about different teaching approaches to topics in the
subject
- Engagement in research
- Delivery from subject experts at external events e.g. conferences, courses
- Finding out about new resources for learning
- Other (please specify)
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