Taking subject knowledge seriously: From professional knowledge recipes to complex conceptualizations of teacher development

Curriculum Journal

Volumn 18, Issue 4, 2007, Pages 447-462

  Ellis, Viv ^a  

^a UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

Epistemology; Professional knowledge; Sociocultural and activity theory; Subject knowledge; Teacher education

Indexed keywords

EID: 46549088907     PISSN: 09585176     EISSN: 14693704     Source Type: Journal    
DOI: 10.1080/09585170701687902     Document Type: Article

References (53)

1. Abbott, A., 1988. The system of professions: an essay on the division of expert labour, Chicago: University of Chicago Press.
2. Australian Association for the Teaching of English (AATE). 2002. Standards for teachers of English language and literacy in Australia, STELLA. Available online at http://www.stella.org.au/ (accessed 22 January 2007)
3. Ball, S. J., and Lacey, C., 1980. “ Subject disciplines as the opportunity for group action: a measured critique of subject sub-cultures ”. In Teacher strategies: explorations in the sociology of the school, Edited by: Woods, P., London: Croom Helm.
4. Banks, F., Leach, J., and Moon, B., 1999. “ New understandings of teachers' pedagogic knowledge ”. In Learners and pedagogy (1999), Edited by: Leach, J., and Moon, B., London: Paul Chapman.
5. Bronfenbrenner, U., 1979. The ecology of human development. Experiments by nature and design, Cambridge, MA: Harvard University Press.
6. Brown, D. G., 1970. “ Knowing how and knowing that, what ”. In Ryle. Modern studies in philosophy, Edited by: Wood, O. P., and Pitcher, G., London: Macmillan.
7. Bullough, R. V., 2001. Pedagogical content knowledge circa 1907 and 1987: a study in the history of an idea. Teaching and Teacher Education, 17: 656–666.
8. Burn, K., Childs, A., and McNicholl, J., 2007. The potential and challenges for student teachers' learning of subject-specific pedagogical knowledge within secondary school subject departments. The Curriculum Journal, 18 (4): 429–445.
9. Calderhead, J., 1988. “ The development of knowledge structures in learning to teach ”. In Teachers' professional learning, Edited by: Calderhead, J., London: Falmer Press.
10. Carter R., 1990 Knowledge about language and the curriculum: the LINC reader London Hodder & Stoughton
11. Davis, B., and Sumara, D. J., 1997. Cognition, complexity, and teacher education. Harvard Educational Review, 67 (1): 105–125.
12. Daw, P., 2000. ‘The gaps I mean’—subject knowledge and the training of English teachers. English in Education, 34 (2): 3–15.
13. Dreier, O., 1999. Personal trajectories of participation across contexts of social practice. Outlines: Critical Social Studies, 1 (1): 5–32.
14. Edwards, A., 2005. Let's get beyond community and practice: the many meanings of learning by participating. The Curriculum Journal, 16 (1): 49–65.
15. Edwards, A., Gilroy, P., and Hartley, D., 2002. Rethinking teacher education: collaborative responses to uncertainty, London: RoutledgeFalmer.
16. Ellis, V., 2007. Subject knowledge and teacher education: the development of beginning teachers' thinking, London: Continuum.
17. Engeström, Y., 1999. “ Innovative learning in work teams: analysing cycles of knowledge creation in practice ”. In Perspectives on activity theory, Edited by: Engeström, Y., Miettinen, R., and Punamäki, R., Cambridge: Cambridge University Press.
18. Engeström, Y., and Miettinen, R., 1999. “ Introduction ”. In Perspectives on activity theory, Edited by: Engeström, Y., Miettinen, R., and Punamäki, R., Cambridge: Cambridge University Press.
19. Eraut, M., 1994. Developing professional knowledge and competence, London: Falmer Press.
20. Feiman-Nemser, S., and Parker, M. B., 1990. Making subject matter part of the conversation in learning to teach. Journal of Teacher Education, 41 (3): 32–43.
21. Greeno, J., 1994. Gibson's affordances. Psychological Review, 101 (2): 336–342.
22. Greeno, J., and van de Sande, C., 2007. Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42 (1): 9–23.
23. Grossman, P. L., and Stodolsky, S., 1995. Content as context: the role of school subjects in secondary school teaching. Educational Researcher, 24 (1): 5–11.
24. Grossman, P., Wineburg, S., and Woolworth, S., 2000. What makes teacher community different from a gathering of teachers, Washington, DC: Center for the Study of Teaching and Policy.
25. Hargreaves, D., 2003. Education epidemic: transforming secondary schools through innovation, London: Demos.
26. Hillgate Group. 1989. Learning to teach, London: Claridge Press.
27. Hillocks, G., Jnr. 1999. Ways of thinking, ways of teaching, New York: Teachers College Press.
28. Hodkinson, H., and Hodkinson, P., 2005. Improving school teachers' workplace learning. Research Papers in Education, 20 (2): 109–131.
29. Kelly, G. A., 1955. The psychology of personal constructs, Vol. 1–2, New York: W. W. Norton.
30. Kelly, G. A., 1963. Theory of personality: the psychology of personal constructs, New York: W. W. Norton.
31. Labaree, D. F., 1992. Power, knowledge, and the rationalization of teaching: a genealogy of the movement to professionalize teaching. Harvard Educational Review, 62 (2): 123–153.
32. Lave, J., 1988. Cognition in practice, Cambridge: Cambridge University Press.
33. Lave, J., and Wenger, E., 1991. Situated learning: legitimate peripheral participation, Cambridge: Cambridge University Press.
34. Lawlor, S., 1990. Teachers mistaught, London: Centre for Policy Studies.
35. Leach, J., and Moon, B., 2000. Pedagogy, information and communications technology and teachers' professional knowledge. The Curriculum Journal, 11 (3): 385–404.
36. Leinhardt, G., 1988. “ Situated knowledge and expertise in teaching ”. In Teachers' professional learning, Edited by: Calderhead, J., London: Falmer Press.
37. McEwan, H., and Bull, B., 1991. The pedagogic nature of subject matter knowledge. American Educational Research Journal, 28 (2): 316–334.
38. National Writing Project. 1990. The National Writing Project: What are writers made of?, London: National Curriculum Council.
39. Norman, K., and National Oracy Project. 1990. Teaching talking and learning, London: National Curriculum Council.
40. Parker, J., 2002. A new disciplinarity: communities of knowledge, learning and practice. Teaching in Higher Education, 7 (4): 373–386.
41. Poulson, L., 2001. Paradigm Lost? Subject knowledge, primary teachers and education policy. British Journal of Educational Studies, 49 (1): 40–55.
42. Ryle, G., 1949. The concept of mind, London: Penguin.
43. Schön, D., 1983. The reflective practitioner: how professionals think in action, New York: Basic Books.
44. Shulman, L. S., 1986. “ Paradigms and research programs in the study of teaching: a contemporary perspective ”. In Handbook of research on teaching, Edited by: Wittrock, M. C., New York: Macmillan.
45. Shulman, L. S., 1987. Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57 (1): 1–22.
46. Shulman, L. S., and Shulman, J. H., 2004. How and what teachers learn: a shifting perspective. Journal of Curriculum Studies, 36 (2): 257–271.
47. Sockett, H. T., 1987. ‘Has Shulman got the strategy right?. Harvard Educational Review, 57 (2): 208–219.
48. Toulmin, S., 1972. Human understanding. Volume 1: General introduction and part 1, Oxford: Clarendon Press.
49. Toulmin, S., 1999. “ Knowledge as shared procedures ”. In Perspectives on activity theory, Edited by: Engeström, Y., Miettinen, R., and Punamäki, R., Cambridge: Cambridge University Press.
50. Turner-Bissett, R., 1999. The knowledge bases of the expert teacher. British Educational Research Journal, 25 (1): 39–55.
51. Vygotsky, L. S., 1974. Mind in society, Cambridge, MA: Harvard University Press.
52. Vygotsky, L. S., 1986. Thought and language, Cambridge, MA: MIT Press.
53. Wittgenstein, L., 1972. Preliminary studies for the ‘Philosophical investigations’, Oxford: Blackwell.