Amanda studied for a degree in mathematics and physics with the Open University and then went on to gain a PGCE in primary mathematics and science education.
While teaching in Hertfordshire, Amanda wanted to study children developing self-regulation and metacognition in her class, so she took a practice-based Certificate in Teaching and Learning with Cambridge University. This lead her to investigate assessment for learning and metacognition further as Master’s level research also at Cambridge University.
Dr O’Shea leads the Mathematics Specialist Teacher Programme, PGCert Primary mathematics. This is a postgraduate programme to enable teachers to specialise in mathematics and achieve master’s level credits.
She leads and teaches on modules:
- EDUM097 Subject & Pedagogical knowledge of teaching number, calculation, measures & data handling.
- EDUM096 Subject & Pedagogical knowledge of teaching Algebra & Geometry.
- EDUM106 Contemporary Issues in Maths education.
- EDUM109 Curriculum Leadership in Mathematics.
Amanda also teaches in the mathematics modules of the BA ITT programme.
Amanda’s main area of interest is in using assessment for learning to develop metacognition and pupil autonomy in learning. Her research is in the conceptions and practices of assessment for learning and how this might then lead to pupils developing their identities towards becoming metacognitive and reflective in a community of learners.
Amanda is interested in aspects of assessment for learning, learner identities and pupil autonomy especially within mathematics education and would welcome doctoral submissions in any of these areas.
Jump to: 2016
- Swaffield, S., Rawi, R. and O’Shea, A. (2016) Developing Assessment for Learning Practice in a School Cluster: Primary and Secondary Teachers Learning Together. In: Laveault, D. and Allal, L. (eds.) Assessment for Learning: Meeting the Challenge of Implementation : The Enabling Power of Assessment 4. Switzerland: Springer International Publishing. pp. 199-217.