‘Teacher needs’ and practice development: Implications for in‐classroom support

Abstract

In‐classroom support for teachers offers considerable scope for significant learning about classroom practice, but is, perhaps, the most challenging of activities. Nevertheless, curriculum and support teachers can grapple with this more effectively if they have given serious consideration to what the term ‘teachers’ needs’ actually means and what it might imply for them. ‘Needs identification and analysis’ is a phrase that has been in common currency for a number of years. The problematic nature of it, however, is less widely acknowledged. The work of a primary mathematics advisory teacher provides the context within which issues related to this are explored. A conceptual framework is proposed through which it is possible to consider both the potential for conflict between ‘wants’ and ‘needs’ and the means by which a greater congruence between them can be achieved in practice development programmes. © Taylor & Francis Group, LLC.