Primary teacher trainees’ mathematical subject knowledge: the effectiveness of peer tutoring

As a matter of course, primary teacher trainees are introduced to theories of learning and to a range of pedagogical approaches as part of their training for teaching. From the outset they are encouraged to become aware of their own learning processes- a focus on meta-cognition- and share insights with their peers, and to do so in a way that might inform their teaching of children. The role of social interaction and collaboration in learning is explored. In their classrooms, trainees are encouraged to try a range of pedagogical approaches as they learn their craft, including setting up situations in which their pupils are encouraged to think about their own learning, can collaborate and help each other to learn. It is a basic premise that in our own approaches as teacher educators within initial teacher training that we should aim to demonstrate these processes in our own teaching. At the Institute of Education we have been trying to encouraging collaborative learning amongst our trainees and trying to judge where collaborative approaches might be most effective. In recent years we have been developing a place for peer tutoring within the learnin