Fay Turner
Position/Status
Director of the Cambridge Partnership Graduate Teacher Programme (GTP)
Lecturer in Mathematics
E-mail Address: fat21@cam.ac.uk
Phone: 01223 767573
Qualifications
BA Psychology
Advanced Diploma in Education 5-13
Mathematics Association Diploma
MA Primary Education
Membership of Professional Bodies/Associations
BERA
AERA
BSRLM
PME
CERME
Profile
Primary school teacher for 20 years before coming into teacher education. Worked in a number of Cambridgeshire primary schools and held the post of mathematics coordinator in three separate posts. Worked for Cambridgeshire LA as an advisory teacher in mathematics. Worked in teacher education for eight years, firstly at Homerton College then within the Faculty of Education, University of Cambridge. Lectured in primary curriculum mathematics and general professional issues as well as some psychology. For past four years have been joint course manager for the early Years and Primary PGCE. Presently Director of the Cambridge Partnership GTP which trains both secondary and primary teachers. Teaching curriculum mathematics to both primary PGCE and primary GTP trainees
Academic Area/Links
Early Years and Primary Education
Mathematics Education
Current Research Projects
A four-year longitudinal doctoral study into developing the mathematics content knowledge of beginning teachers
Course Involvement
Graduate Teacher Programme - Director, mathematics teaching, mentor training
Early Years and Primary PGCE - curriculum mathematics teaching
Publications
Turner, F. A. (2005) '"I wouldn't do it that way": trainee teachers' reaction to observations of their own teaching'. Proceedings of the British Society for Research into Learning Mathematics 25 (3) pp. 87 - 93
Rowland, T. and Turner, F.A. (2006) 'A framework for the observation and review of mathematics teaching'. Mathematics Education Review 18, pp. 3 - 17
Turner, F.A. (2006) 'Teaching children to count: Does knowledge of theory matter?' Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, Volume 1, p. 346. Prague, Czech Republic: Charles University