The knowledge bases of the expert teacher

British Educational Research Journal

Volumn 25, Issue 1, 1999, Pages 39-55

  Turner Bisset, Rosie ^a  

^a UNIVERSITY OF HERTFORDSHIRE   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033249452     PISSN: 01411926     EISSN: None     Source Type: Journal    
DOI: 10.1080/0141192990250104     Document Type: Review

References (68)

1. ALEXANDER, R., ROSE, J. & WOODHEAD, C. (1992) Curriculum Organisation and Classroom Practice in Primary Schools. A Discussion Paper (London, DES/HMSO).
2. ASKEW, M., BROWN, M., RHODES, V., JOHNSON, D. & WILLIAM, D. (1997) Effective Teachers of Numeracy. Final Report of a Study Carried out for the Teacher Training Agency, 1995-96 by the School of Education (London, King's College).
3. BANKS, F., LEACH, J. & MOON, B. (1996) Knowledge, school knowledge and pedagogy: reconceptualising curricula and defining a research agenda, paper presented at the European Conference for Education Research, Seville, Spain.
4. BENNETT, S. N. & TURNER-BISSET, R. A. (1993) Case studies in learning to teach, in: S. N. BENNETT & C. G. CARRÉ (Eds) (1993) Learning to Teach, pp. 165-190 (London and New York, Routledge).
5. BENNETT, S. N., DESFORGES, C., COCKBURN, A. & WILKINSON, B. (1984) The Quality of Pupil Learning Experience (London, Erlbaum).
6. BRUNER, J. (1970) The course of cognitive growth, in: B. L. KINTZ & J. BRUNIG (Eds) Research in Psychology, pp. 289-296 (Glenville, IL, Scott, Foreman & Co.).
7. BUCHMANN, M. (1987) Teaching Knowledge: the lights that teachers live by, Oxford Review of Education, 13, pp. 151-164.
8. CALDERHEAD, J. (1992) The nature and growth of knowledge in student teaching, Teaching and Teacher Education, 7, pp. 531-535.
9. CARPENTER, T. P., FENNEMA, E., PETERSON, P. L. & CAREY, D. A. (1988) Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic, Journal for Research in Mathematics Education, 19, pp. 385-401.
10. COCHRAN, K. F., DERUTTER, J. A. & KING, R. A. (1993) Pedagogical content knowing: an integrative model for teacher preparation, Journal of Teacher Education, 44, pp. 263-272.
11. DEPARTMENT OF EDUCATION AND SCIENCE (1983a) Teaching Quality (London, HMSO).
12. DEPARTMENT OF EDUCATION AND SCIENCE (1983b) Teaching in Schools: the content of initial training. An HMI Discussion Paper (London, HMSO).
13. DEPARTMENT OF EDUCATION AND SCIENCE (1984) Circular 3/84 (London, HMSO).
14. DEPARTMENT OF EDUCATION AND SCIENCE (1989) Circular 24/89 (London, HMSO).
15. DEPARTMENT OF EDUCATION AND SCIENCE (1993) The Initial Training of Primary School Teachers: new criteria for courses (Circular 14/93) (London, DES).
16. DEPARTMENT OF EDUCATION AND SCIENCE WELSH OFFICE (1990) Final Report of the National Curriculum History Working Group (London, HMSO).
17. DEPARTMENT FOR EDUCATION AND EMPLOYMENT (1997) Circular 10/97 (London, DfEE).
18. DUNNE, R. & HARVARD, G. (1990) Teaching Practice Criteria, mimeo (Exeter, University of Exeter).
19. ELBAZ, F. (1983) Teacher thinking: a study of practical knowledge (New York, Nicholls).
20. FISH, D. (1989) Learning through Practice in Initial Teacher Education: a challenge for the partner (London, Kogan Page).
21. GALTON, M., SIMON, B. & CROLL, P. (1980) Inside the Primary Classroom (London, Routledge & Kegan Paul).
22. GIPPS, C. (1992) What We Know about Effective Primary Teaching, The London File: Papers from the Institute of Education (London, Tufnell Press).
23. GROSSMAN, P. (1987) A tale of two teachers: the role of subject matter orientation in teaching, paper presented at the Annual Meeting of the American Education Research Association, Washington, DC.
24. GROSSMAN, P. L. (1988) A study in contrast: sources of pedagogical content knowledge for secondary English, unpublished doctoral dissertation. Stanford University, Stanford, CA.
25. GROSSMAN, P. L. (1989) A study in contrast: sources of pedagogical content knowledge for secondary English, Journal of Teacher Education, 30, pp. 24-31.
26. HAUSLEIN, P. L. & GOOD, R. (1989) Biology content cognitive structure of biology majors, biology teachers and scientists, paper presented at the 62nd Annual Meeting of the National Association for Research in Science Teaching, San Francisco.
27. KAGAN, D. M. (1992) Professional growth among pre-service and beginning teachers, Review of Educational Research, 62, pp. 129-169.
28. LAMPERT, M. (1981) How teachers manage to teach: perspectives on the unsolvable dilemmas on teaching practice, Dissertation Abstracts International, 42, 31222A (University Microfilms NO. 81-26, 203).
29. LAMPERT, M. (1984) Teaching about thinking and thinking about teaching, Journal of Curriculum Studies, 16, pp. 1-18.
30. LEINHARDT, G. (1988) Situated knowledge and expertise in teaching, in: J. CALDERHEAD (Ed.) Teachers' Professional Learning, pp. 35-51 (London, Falmer Press).
31. MCDIARMID, G. W., BALL, D. L. & ANDERSON, C. W. (1989) Why staying one chapter ahead doesn't really work: subject specific pedagogy, in: M. C. REYNOLDS (Ed.) Knowledge Bases for the Beginning Teacher (New York, Pergamon).
32. MCEWAN, H. & BULL, B. (1991) The pedagogic nature of subject matter knowledge, American Educational Research Journal, 28, pp. 316-334.
33. MCINTYRE, D. (1992) Theory, theorising and reflection in initial teacher education, in: J. CALDERHEAD (Ed.) Conceptualising Reflection in Teacher Development (London, Falmer Press).
34. MCNAMARA, D. (1991) Subject knowledge and its application: problems and possibilities for teacher educators, Journal of Education for Teaching, 17, pp. 113-128.
35. MCNAMARA, D. & DESFORGES, C. (1979) Professional studies as a source of theory, in: R. ALEXANDER & E. WORMALD (Eds) Professional Studies for Teaching, Teacher Education Study Group, Society for Research into Higher Education (Guildford, University of Surrey).
36. MARKS, R. (1990) Pedagogical content knowledge: from a mathematical case to a modified conception, Journal of Teacher Education, 41, pp. 3-11.
37. MELOTH, M. S., BOOK, C., PUTNAM, J. & SIVAN, E. (1989) Teachers' concepts of reading, reading instruction, and students' concepts of reading, Journal of Teacher Education, 30, pp. 33-39.
38. MEREDITH, A. (1995) Terry's learning: some limitations of Shulman's pedagogical content knowledge, Cambridge Journal of Education, 25, pp. 176-187.
39. NATIONAL CURRICULUM COUNCIL (1993) The National Curriculum at Key Stages 1 and 2 (York, National Curriculum Council).
40. NIAS, J. (1989) Primary teachers talking: a study of teaching as work (London, and New York, Routledge).
41. OFFICE FOR STANDARDS IN EDUCATION (1993a) Curriculum Organisation and Classroom Practice in Primary Schools. A Follow-up Report, (London, Department for Education).
42. OFFICE FOR STANDARDS IN EDUCATION (1993b) Primary Matters: a discussion on teaching and learning in primary schools (London, Department for Education).
43. ORMROD, J. E. & COLE, D. B. (1996) Teaching content knowledge and pedagogical content knowledge: a model from geographic education, Journal of Teacher Education, 47, pp. 37-42.
44. PETERS, R. S. (1965) Education as initiation, in: R. D. ARCHAMBAULT (Ed.) Philosophical Analysis and Education (London, Routledge & Kegan Paul).
45. PETERSON, P. L., FENNEMA, E., CARPENTER, T. F. & LOEF, M. (1989) Teachers' pedagogical content beliefs in mathematics, Cognition and Instruction, 6, pp. 1-40.
46. ROTH, K. J. (1989) Subject matter knowledge for teaching science, paper presented at the Annual Meeting of the American Education Research Association, San Francisco.
47. ROVEGNO, I. C. (1992) Learning to teach in a field-based methods course: the development of pedagogical content knowledge, Teaching and Teacher Education, 8, pp. 69-82.
48. RYLE, G. (1949) The Concept of Mind (London, Hutchinson).
49. SCHWAB, J. J. (1964) The structure of the disciplines: meanings and significance, in: FORD, G. & L. PURGO (Eds), The structure of knowledge and the curriculum (Chicago, Rand McNally).
50. SCHWAB, J. J. (1978) Education and the structure of the discipline, in: I. WESTBURY & N. J. WILKOF (Eds) Science, Curriculum and Liberal Education, pp. 229-272 (Chicago, IL, University of Chicago Press).
51. SHULMAN, L. S. (1986a) Paradigms and research programmes in the study of teaching: a contemporary perspective, in: M. C. WITTROCK (Ed.) Handbook of Research on Teaching, 3rd edn, pp. 505-526 (New York, Macmillan).
52. SHULMAN, L. S. (1986b) Those who understand: knowledge growth in teaching, Educational Researcher, 15, pp. 4-14.
53. SHULMAN, L. S. (1987a) Knowledge and teaching: foundations of the new reform, Harvard Educational Review, 57, pp. 1-22.
54. SHULMAN, L. S. (1987b) Sounding an alarm: a reply to Sockett, Harvard Educational Review, 57, pp. 473-482.
55. SILBERSTEIN, M. & TAMIR, P. (1991) The expert case study model: an alternative approach to the development of teacher education modules, Journal of Education for Teaching, 17, pp. 165-179.
56. SMITH, D. C. & NEALE, D. C. (1989) The construction of subject matter knowledge in primary science teaching, Teaching and Teacher Education, 5, pp. 1-20.
57. SOCKETT, H. (1987) Has Shulman got the strategy right? Harvard Educational Review, 57, pp. 208-219.
58. STONES, E. (1992) Quality Teaching: a sample of cases (London and New York, Routledge).
59. THARP, R. & GALLIMORE, R. Rousing Minds to Life: teaching, learning and schooling in social context (New York, Cambridge University Press).
60. TURNER-BISSET, R. A. (1997) Subject matter knowledge and teaching competence, unpublished doctoral thesis, University of Exeter.
61. VYGOTSKY, L. (1978) Mind and Society (Cambridge, MA, Harvard University Press).
62. WILSON, S. M. (1989) A Case Concerning Contents: using case studies to teach subject matter (East Lancing, MI, National Centre for Research on Teacher Education, Michigan State University).
63. WILSON, S. M. (1990) Mastodons, maps and Michigan: exploring uncharted territory while teaching elementary school social studies, paper presented at the Annual Meeting of the American Education Research Association, Boston.
64. WILSON, S. M. (1991) Parades of facts, stories of the past: what do novice history teachers need to know? in: M. KENNEDY (Ed.) Teaching Academic Subjects to Diverse Learners (New York, Teachers College Press).
65. WILSON, S. M., SHULMAN, L. S. & RICHERT, A. E. (1987) 150 different ways of knowing: representations of knowledge in teaching, in: J. CALDERHEAD (Ed.) Exploring Teachers' Thinking, pp. 104-125 (London, Cassell).
66. WILSON, S. M. & WINEBURG, S. S. (1988) Peering at history with different lenses: the role of disciplinary perspectives in teaching history, Teachers College Record, 89, pp. 525-539.
67. WOLFE, J. M. & MURRAY, C. K. (1990) Negotiating a stance toward subject matter: the acquisition of pedagogical knowledge in student teaching, paper presented at the Annual Meeting of the American Education Research Conference, Boston.
68. ZEICHNER, K. M., TABACHNICK, B. R. & DENSMORE, S. (1987) Individual, institutional and cultural influences on the development of teachers' craft knowledge, in: J. CALDERHEAD (Ed.) Exploring Teachers' Thinking, pp. 21-60 (London, Cassell).