Show simple item record

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.
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
html.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.


Files in this item

Thumbnail
Name:
Subject knowledge for primary ...
Embargo:
2218-12-31
Size:
115.2Kb
Format:
PDF
Description:
Main article

This item appears in the following Collection(s)

Show simple item record

http://creativecommons.org/licenses/by-nc-nd/4.0/
Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-nd/4.0/