Increasing the subject knowledge of trainee teachers

A number of potential entrants to teacher training in secondary science are deterred due to lack of breadth and depth in subject knowledge. This article outlines two Teacher Training Agency (TTA) sponsored approaches to enhancing the subject knowledge of trainee teachers during and prior to their formal training period

Secondary PGCE PE students’ perceptions of their subject knowledge

PE teachers in England are required to teach a wide range of physical activities in order to fulfil the requirements of the National Curriculum for Physical Education (NCPE). The content or subject knowledge necessary to teach all areas of activity in the NCPE is acknowledged as important, both in its own right and as giving students confidence and accuracy for subject application. Subject knowledge is identified as one of the standards for the award of qualified teacher status on completion of an initial teacher education course in England. However, students entering secondary Post-Graduate Certificate in Education (PGCE) PE courses bring with them a variety of experiences, qualifications and subject knowledge to teach the areas of activity in the NCPE. Most students have a sports-related degree. However, such degrees may not include subject knowledge appropriate to teach all six areas of activity in the NCPE. Students, therefore, are required to gain subject knowledge on their one year PGCE course. The purpose of this study was to look at secondary PGCE PE students’ perceptions of amount of subject knowledge in the six areas of activity that comprise the NCPE. Twenty-seven students completed a questionnaire at the beginning of each of the second and third terms of their course (January and April). The questionnaire included a question about knowledge in the six areas of activity in the NCPE and in specific Games taught in many schools in England. Results suggested that there were differences in students’ perceptions of amount of subject knowledge. The highest percentage of students perceived good subject knowledge in traditional team Games. The highest percentage of students perceived little subject knowledge in Outdoor and Adventurous Activities (OAA) and Dance. There were significant differences between male and female students’ perceptions of knowledge in OAA, Swimming, Football, Netball and Rounders. There were also significant differences in students’ perceptions of knowledge in Dance, Gymnastics, OAA and Volleyball between the beginning of the second and third terms. Implications of the results are considered in relation to: (i) experiences which students require on PGCE courses to develop subject knowledge; (ii) selection procedures for secondary PGCE PE courses; and (iii) preparation of students for secondary PGCE PE courses on sports-related degree courses

Improving subject knowledge and subject pedagogic knowledge in employment based secondary initial teacher training in England

Each year in England about 6,000 trainee teachers qualify by undertaking an employment-based initial teacher training route (EBITT), where training is mainly school based. Government inspectors have found that trainees on this route are weaker in subject knowledge and subject pedagogic knowledge compared to trainees following the more traditional one year training course (PGCE) of which about a third of course time is University based. EBITT providers are currently seeking to improve the subject knowledge aspect of training. To support this work the TDA have published a model for developing trainees' subject knowledge for teaching and suggest that providers review their provision against the model. In addition EBITT providers must also meet a new requirement that the total training time should be a minimum of 60 days. This new requirement presents a challenge to EBITT providers as most of the subject knowledge enhancement will have to be school-based. This paper seeks to find out: - how trainee teachers acquire subject and subject pedagogic knowledge while based in a school and - whether teaching staff in schools have the required subject and subject pedagogic knowledge and skills for this enhanced role. Data have been collected from trainees, school-based mentors, school-based Initial Teacher Training Coordinators and University assessors over a one year period. Data about the way trainees acquire subject knowledge was interpreted against the TDA model. The study finds that: - trainees acquire subject and subject pedagogic knowledge in a variety of highly individualistic ways that suggests that the TDA model only partially explains what is happening in practice and - there is a significant training need to ensure schools are well equipped to deliver high quality subject focussed training.</p

EAL and English: subjects and language across the curriculum

English is a core subject of the National Curriculum, and English is also the oral and written medium of instruction for the whole curriculum. ‘English across the curriculum’ conceptualises pupils applying their knowledge of these strands to other domains of subject knowledge. Subject English is highly politicised and contested; no other curriculum area undergoes such continuous scrutiny and revision. English as an Additional Language (EAL) is, in contrast, a ‘diffuse’ curriculum area which is not articulated as a distinct subject or a controversial domain of learning although, like English, EAL crosses all curriculum subjects. Part of an online series on EAL and curriculum subjects, the article discusses how pupils learning EAL apply their developing knowledge of English as well as their other languages in this particular subject area and how the curriculum in English can create additional linguistic and cultural demands on pupils learning EAL, making subject knowledge and understanding more challenging. Funded by TDA

Moving beyond physical education subject knowledge to develop knowledgeable teachers of the subject

All knowledge is socially constructed, including physical education teachers’ knowledge of their subject. It is acquired from other people either formally and deliberately (e.g. by being taught) or informally and casually (e.g. by interacting with physical education teachers or playing in a sports team). The social aspects of learning appear to be particularly strong in physical education. This has implications for the development of knowledge for teaching, with trainee teachers focusing on the development of subject, and particularly content, knowledge. Focusing on subject knowledge reinforces a traditional view of physical education as it is, not as it might be to meet the needs of young people today. It is argued that attention needs to be given not only to the knowledge, skills and competencies that trainee teachers ought to develop but also to the social aspects of their learning and development and the context in which they learn. Attention also needs to be given to how the ability to think critically can be developed so that trainee teachers can become reflective practitioners able to challenge and, where appropriate, change the teaching of the subject. Only by doing this can the particularly strong socialisation which shapes the values and beliefs of physical education teachers begin to be challenged. However, as the process of developing knowledgeable teachers is ongoing it is also necessary to look beyond teacher training to continuing professional development