Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations

Hdl Handle:
http://hdl.handle.net/10034/620951
Title:
Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations
Authors:
Pope, Deborah ( 0000-0002-5170-2059 )
Abstract:
This paper argues that professional discourse relating to subject knowledge for primary teaching is less than coherent in the context of initial teacher training (ITT). This study explored the ways in which the term subject knowledge was conceptualised and interpreted by beginning primary teachers. The research was conducted across two ITT partnerships with final-year undergraduate trainees. Data were collected via questionnaires, semi-structured interviews and participatory visual methods. The findings indicated that conceptualisations of subject knowledge were highly individualised and dependent on personal factors, rather than reflecting a shared understanding of a critically distinct concept.
Affiliation:
University of Chester
Citation:
Pope, D. (2018-in press). Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations. Education 3-13.
Publisher:
Taylor & Francis
Journal:
Education 3-13
Publication Date:
2018
URI:
http://hdl.handle.net/10034/620951
DOI:
10.1080/03004279.2018.1437199
Additional Links:
http://dx.doi.org/10.1080/03004279.2018.1437199
Type:
Article
Language:
en
Description:
This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 2018-forthcoming, available online: https://doi.org/10.1080/03004279.2018.1437199
ISSN:
0300-4279
EISSN:
1475-7575
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorPope, Deborahen
dc.date.accessioned2018-03-15T09:57:25Z-
dc.date.available2018-03-15T09:57:25Z-
dc.date.issued2018-
dc.identifier.citationPope, D. (2018-in press). Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations. Education 3-13.en
dc.identifier.issn0300-4279-
dc.identifier.doi10.1080/03004279.2018.1437199-
dc.identifier.urihttp://hdl.handle.net/10034/620951-
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 2018-forthcoming, available online: https://doi.org/10.1080/03004279.2018.1437199en
dc.description.abstractThis paper argues that professional discourse relating to subject knowledge for primary teaching is less than coherent in the context of initial teacher training (ITT). This study explored the ways in which the term subject knowledge was conceptualised and interpreted by beginning primary teachers. The research was conducted across two ITT partnerships with final-year undergraduate trainees. Data were collected via questionnaires, semi-structured interviews and participatory visual methods. The findings indicated that conceptualisations of subject knowledge were highly individualised and dependent on personal factors, rather than reflecting a shared understanding of a critically distinct concept.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://dx.doi.org/10.1080/03004279.2018.1437199en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectsubject knowledgeen
dc.subjectprimary teachingen
dc.subjectinitial teacher trainingen
dc.subjectindividual perspectivesen
dc.subjectpolicy and practiceen
dc.titleSubject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretationsen
dc.typeArticleen
dc.identifier.eissn1475-7575-
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalEducation 3-13en
dc.date.accepted2018-01-31-
or.grant.openaccessNoen
rioxxterms.funderunfundeden
rioxxterms.identifier.projectunfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2218-12-31-
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