Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations
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Subject knowledge for primary ...
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Authors
Pope, DeborahAffiliation
University of ChesterPublication Date
2018-02-13
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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.Citation
Pope, D. (2018). Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations. Education 3-13, 47(3), 293-307.Publisher
Taylor & FrancisJournal
Education 3-13Additional Links
http://dx.doi.org/10.1080/03004279.2018.1437199Type
ArticleLanguage
enDescription
This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 13-02-2018, available online: https://doi.org/10.1080/03004279.2018.1437199ISSN
0300-4279EISSN
1475-7575ae974a485f413a2113503eed53cd6c53
10.1080/03004279.2018.1437199
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Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/