Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations
dc.contributor.author | Pope, Deborah | * |
dc.date.accessioned | 2018-03-15T09:57:25Z | |
dc.date.available | 2018-03-15T09:57:25Z | |
dc.date.issued | 2018-02-13 | |
dc.identifier.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. | en |
dc.identifier.issn | 0300-4279 | |
dc.identifier.doi | 10.1080/03004279.2018.1437199 | |
dc.identifier.uri | http://hdl.handle.net/10034/620951 | |
dc.description | 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/10.1080/03004279.2018.1437199 | en |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | Taylor & Francis | |
dc.relation.url | http://dx.doi.org/10.1080/03004279.2018.1437199 | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
dc.subject | subject knowledge | |
dc.subject | primary teaching | |
dc.subject | initial teacher training | |
dc.subject | individual perspectives | |
dc.subject | policy and practice | |
dc.title | Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations | |
dc.type | Article | |
dc.identifier.eissn | 1475-7575 | |
dc.contributor.department | University of Chester | en |
dc.identifier.journal | Education 3-13 | en |
dc.date.accepted | 2018-01-31 | |
or.grant.openaccess | No | en |
rioxxterms.funder | unfunded | en |
rioxxterms.identifier.project | unfunded | en |
rioxxterms.version | AM | en |
rioxxterms.licenseref.startdate | 2218-08-13 | |
html.description.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. |