Teaching ‘not less than maths, but more’: An overview of recent developments in adult numeracy teacher development in England, with a sidelong glance at Australia

Abstract

In this article the authors draw on our experience in teaching, teacher education and research in the field of adult numeracy. An overview is given of recent developments in the preparation, professional development and accreditation of adult numeracy teachers in England, with some reference to parallel developments in adult literacy. This is set in a wider international context through a brief review of recent developments in adult numeracy teacher education in Australia. © 1997, Taylor & Francis Group, LLC. All rights reserved.