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Subject knowledge for primary teaching: the influence of the personal dimension on beginning primary teachers’ conceptualisations and interpretations
Pope, Deborah
Pope, Deborah
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Publication Date
2018-02-13
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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.
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 & Francis
Journal
Education 3-13
Research Unit
DOI
10.1080/03004279.2018.1437199
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PubMed Central ID
Type
Article
Language
en
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
Series/Report no.
ISSN
0300-4279
EISSN
1475-7575