Developing a ‘dynamic’ and collaborative pedagogy for postgraduate certificate (PGCE) secondary mathematics students

In this paper we explore the development of ‘dynamic’, collaborative and ‘real time’ pedagogy for teacher education. This pedagogy has emerged organically as secondary mathematics student teachers work collaboratively in teams of three or four alongside school mentors, pupils and university tutors. The pedagogy of teacher education reported here is underpinned by the innovative, and possibly counter intuitive, notion of ‘dynamic mentoring’, where reflexivity and meta-cognition take place openly and in real time during the teaching and learning of pupils in the classroom. We examine the evidence that the developing pedagogy has improved pupil attainment and also student teacher retention and attainment.