Subject Knowledge and Teacher Education
Subject Knowledge and Teacher Education has an international appeal with broader implications for UK and US colleges in particular.
- The author examines student teachers' subject knowledge using original theory, leading to profound implications for teacher educators and learning environments.
- The book contains a foreword by the renowned Professor Peter Smagorinsky, University of Georgia, USA.
Teachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers' thinking about their subject knowledge in the context of the teaching standards and the practice of 'auditing' student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with standards and the practices of auditing to more a contextualist and sociocultural understanding of cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject departments in which these beginning teachers learn.