From Standards-Led to Market-Driven - A Critical Moment for Adult Numeracy Teacher Trainers

Oct 15, 2026

Uploaded by Rizky

The paper examines how training for adult numeracy teachers in England has shifted from a tightly regulated standards-based approach toward engaging employer groups and stakeholders in identifying training needs. It situates this within rapid post-16 reform of numeracy and mathematics curricula and the renewed policy attention created by shortages of qualified teachers. Using Bernstein’s vertical and horizontal teacher knowledge and Shulman’s seven types of teacher knowledge, it proposes entry-criteria supports, “time and space” reflection, practitioner-led enquiry, and stronger links between further education, schools, and higher education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction and policy context for adult numeracy teacher training in England

Edwards,M.(2014).From standards-led to market-driven:A critical moment for adult numeracy teacher trainers.Adults Learning Mathematics:An International Journal,9(1),24-36 # From Standards-Led to Market-Driven:A Critical Moment for AdultNumeracy Teacher Trainers Martyn Edwards Sheffield Hallam University ## Abstract There has been a shift in the training of numeracy teachers in England away from a highlyregulated 'standards-based'approach to teacher training towards one that seeks to engageemployer groups and stakeholders in determining the training needs of teachers in furthereducation.This shift has taken place within the context of rapid reform to numeracy andmathematics curricula for post-16 learners.The planned curriculum changes have againhighlighted the shortage of qualified numeracy teachers needed to implement national policyinitiatives,and has brought numeracy teacher training onto the policy agenda once again.Thispaper uses Bernstein's notions of vertical teacher knowledge and horizontal teacher knowledgeto consider how trainee teachers may be supported to bridge the gap between their ownmathematical knowledge and their classroom practice as numeracy teachers.It also draws onShulman's seven types of teacher knowledge to make these connections.Recommendationsmade relate to the entry criteria for adult numeracy teachers,allowing 'time and space'to reflectwith other trainees rather than 'immersion in practice',the benefits of practitioner-led enquiry todevelop innovative pedagogies,and enhanced links between further education and school-basedmathematics and between further education and higher education. Key words:numeracy,teachers training,standards-based approach ## Introduction and policy context for adult numeracy teacher training in England The Moser report(DfEE,1999)signalled the introduction of the‘skills for life’policy inEngland with a commitment to raise the literacy and numeracy skills of adults.This policyinitiative was introduced in the context of a largely casualised teaching workforce whereliteracy and numeracy teachers often existed on the margins of further education and weresometimes perceived as lacking the subject or occupational expertise often associated withteachers of academic or vocational subjects(Lucas,2007).The introduction of 'subjectspecifications for teachers of adult literacy and numeracy’(DfES/FENTO,2002)sought toaddress this by ensuring “that allnew teachers [of literacy and numeracy]are equipped with theappropriate knowledge,understanding and personal skills in their subject,in order to put themon a par with teachers in any other subject”(Lucas,2007,p.127). The drive to raise the subject knowledge of literacy and numeracy teachers in Englandthrough the introduction of the DfES/FENTO (2002)subject specifications was to some extentsubsumed within the wider ‘equipping our teachers for the future'initiative(DfES,2004)thatsought to raise the subject knowledge of all teachers in further education.This was partly drivenby a critical Ofsted report (2003)into the initial training of further education teachers that foundlittle systematic development of the specific skills and understanding needed for effectivesubject specialist teaching and that the lack of this specialist dimension to be “a majorshortcoming in the present system of FE teacher training”(Ofsted,2003,p.23). The DfES/FENTO(2002)'subject specifications for teachers of literacy and numeracy'werereplaced in 2007 by 'new overarching professional standards for teachers,tutors and trainers inthe lifelong learning sector'(LLUK,2007a)and an application of those standards for specialistteachers of adult numeracy(LLUK,2007b).These new professional standards were followed bya qualification framework,workforce regulations and the imposition of highly prescriptivelearning outcomes that sought to regulate the competencies trainee teachers were expected todemonstrate during initial teacher training.Nasta (i

FAQs

What shift in adult numeracy teacher training does the paper describe in England?

It describes a movement away from a highly regulated standards-based approach toward engaging employers and stakeholders to determine teachers’ training needs.

Why does the author say numeracy teacher training returned to the policy agenda?

Planned curriculum reforms highlighted shortages of qualified numeracy teachers needed to implement national policy initiatives.

What frameworks does the paper use to analyse support for trainee numeracy teachers?

It draws on Bernstein’s vertical and horizontal teacher knowledge and also uses Shulman’s seven types of teacher knowledge to connect mathematical knowledge with classroom practice.

Oct 15, 2026

Uploaded by Rizky