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Journal of Education for Teaching
International research and pedagogy
Volume 17, 1991 - Issue 2
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Original Articles

Subject Knowledge and its Application: problems and possibilities for teacher educators

Pages 113-128 | Published online: 03 Aug 2006

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Read on this site (34)

Azam Pourmohammadi, Firooz Sadighi & Mohammad Javad Riasati. (2021) Iranian EFL teachers’ receptive and productive metalinguistic knowledge: Does teaching context matter?. Cogent Education 8:1.
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Stella Kourieos. (2019) Problematising School-Based Mentoring for Pre-Service Primary English language Teachers. Mentoring & Tutoring: Partnership in Learning 27:3, pages 272-294.
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Heather Richards, Clare Conway, Annelies Roskvist & Sharon Harvey. (2013) Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal 41:2, pages 231-246.
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FathiM. Ihmeideh, AkramA. Al‐Basheer & AhmadM. Qablan. (2008) The characteristics of the role of early childhood education mentors in Jordan. Research in Post-Compulsory Education 13:1, pages 19-38.
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Cosette Crisan, Stephen Lerman & Peter Winbourne. (2007) Mathematics and ICT: a framework for conceptualising secondary school mathematics teachers’ classroom practices. Technology, Pedagogy and Education 16:1, pages 21-39.
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Carol Murphy. (2006) ‘Why do we have to do this?’ Primary trainee teachers' views of a subject knowledge audit in mathematics. British Educational Research Journal 32:2, pages 227-250.
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Randy Yerrick, Donna Ross & Philip Molebash. (2005) Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing. Journal of Science Teacher Education 16:4, pages 351-375.
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Ronald G. Sultana. (2005) The Initial Education of High School Teachers: A critical review of major issues and trends. Studying Teacher Education 1:2, pages 225-243.
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Frank Banks, Jenny Leach & Bob Moon. (2005) Extract from new understandings of teachers' pedagogic knowledge 1 . The Curriculum Journal 16:3, pages 331-340.
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Andrew Stables , Susan Martin & Gabriele Arnhold. (2004) Student teachers' concepts of literacy and numeracy. Research Papers in Education 19:3, pages 345-364.
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Tina Jarvis, Anthony Pell & Frankie McKeon. (2003) Changes in Primary Teachers' Science Knowledge and Understanding During a Two Year In-service Programme. Research in Science & Technological Education 21:1, pages 17-42.
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Frank Banks & David Barlex. (2001) "No One Forgets a Good Teacher!" What Do "Good" Technology Teachers Know?. European Education 33:4, pages 17-27.
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Sophia Penso, Edna Shoham & Neomi Shiloah. (2001) First steps in novice teachers' reflective activity. Teacher Development 5:3, pages 323-338.
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Tony Brown, Olwen Mcnamara, Una Hanley & Liz Jones. (1999) Primary Student Teachers’ Understanding of Mathematics and its Teaching. British Educational Research Journal 25:3, pages 299-322.
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Rosie Turner‐Bisset. (1999) The Knowledge Bases of the Expert Teacher. British Educational Research Journal 25:1, pages 39-55.
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JulieM. Shaughnessy. (1999) Beyond Survival: Acquiring Professional Knowledge as a Primary Teacher. Early Child Development and Care 156:1, pages 121-141.
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JulieM. Shaughnessy. (1998) Initial Preparation for Primary School Teaching: Becoming a Teacher. Early Child Development and Care 145:1, pages 81-117.
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D. Heywood & J. Parker. (1997) Confronting the analogy: primary teachers exploring the usefulness of analogies in the teaching and learning of electricity. International Journal of Science Education 19:8, pages 869-885.
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Clive Kanes & Steven Nisbet. (1996) Mathematics‐teachers’ Knowledge Bases: implications for teacher education. Asia-Pacific Journal of Teacher Education 24:2, pages 159-171.
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Ronald Soetaert, Luc Top & Bart Eeckhout. (1996) Art and Literature in Environmental Education: two research projects. Environmental Education Research 2:1, pages 63-73.
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Brian Ellis. (1995) Rethinking the nature of subject studies in primary initial teacher education. British Journal of Educational Studies 43:2, pages 146-161.
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Mike Summers. (1994) Science in the primary school: the problem of teachers' curricular expertise. The Curriculum Journal 5:2, pages 179-193.
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B.D. Sorsby & E. Watson. (1993) Students' and Teachers' Confidence about their own Science Knowledge and Skills in Relation to the Sciences National Curriculum. British Journal of In-Service Education 19:3, pages 43-49.
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GrahamM. Lenton & Jenny McNeil. (1993) Primary school teachers' understanding of biological concepts: selected research findings. British Journal of In-Service Education 19:2, pages 27-34.
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K. M. Bullock & W. A. H. Scott. (1993) The Shortage of Teachers of Mathematics, Physics and Technology: can mature entrants fill the gap?. Research in Science & Technological Education 11:2, pages 127-139.
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Isabel Alarcão & António Moreira. (1993) Technical Rationality and Learning by Reflecting on Action in Teacher Education: dichotomy or complement?. Journal of Education for Teaching 19:4, pages 183-191.
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Jon Nichol. (1993) The Exeter School‐based PGCE: an alternative initial teacher training model. Journal of Education for Teaching 19:3, pages 303-323.
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David Nance & Rod Fawns. (1993) Teachers’ Working Knowledge and Training: the Australian agenda for reform of teacher education. Journal of Education for Teaching 19:2, pages 159-173.
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Isabel Alarcão & António Moreira. (1993) Technical Rationality and Learning by Reflecting on Action in Teacher Education: dichotomy or complement?. Journal of Education for Teaching 19:1, pages 31-40.
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ANNE EDWARDS. (1993) Curriculum Co‐ordination: a lost opportunity for primary school development?. School Organisation 13:1, pages 51-59.
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Terry Russell, Derek Bell, Linda McGuigan, Anne Quaker, John Quinn & Mike Schilling. (1992) Teachers’ conceptual understanding in science: Needs and possibilities in the primary phase. Evaluation & Research in Education 6:2-3, pages 129-143.
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PeterD. John. (1992) Knowing and Understanding: THE CASE FOR CONTENT KNOWLEDGE IN PRIMARY INSET. British Journal of In-Service Education 18:1, pages 63-68.
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Articles from other publishers (31)

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Eser ORDEM. (2022) Critical pedagogy and language teachers` language proficiency: Towards critical language proficiencyEleştirel pedagoji ve dil öğretmenlerinin dil yeterliliği: Eleştirel dil yeterliliğine doğru. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi:31, pages 1507-1514.
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Şehnaz Nigar & Hasan Basri. (2022) The Evaluation of the English Language Teacher Education Program in Turkey. International Journal of Educational Methodology 8:4, pages 833-851.
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Sin Wang Chong. (2021) University students’ perceptions towards using exemplars dialogically to develop evaluative judgement: the case of a high-stakes language test. Asian-Pacific Journal of Second and Foreign Language Education 6:1.
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Oya TUNABOYLU & Tuğçe ÇALIŞKAN. (2021) A study on self-assessment of current language skills: The case of Turkish teachers of English. International Journal of Social Sciences and Education Research 7:3, pages 194-203.
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Colin Jeschke, Christiane Kuhn, Aiso Heinze, Olga Zlatkin-Troitschanskaia, Hannes Saas & Anke M. Lindmeier. (2021) Teachers’ Ability to Apply Their Subject-Specific Knowledge in Instructional Settings—A Qualitative Comparative Study in the Subjects Mathematics and Economics. Frontiers in Education 6.
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Vanes Mešić, Edvin Škaljo, Boce Mitrevski, Ljubiša Nešić, Senad Hatibović & Mevludin Maličević. (2021) Seeking missing pieces in learning about single slit diffraction: results from a teacher survey. Physics Education 56:3, pages 035024.
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Lewis C. R. Jones, Hilary J. McDermott, John R. Tyrer & Nigel P. Zanker. (2019) The effect of teacher’s confidence on technology and engineering curriculum provision. International Journal of Technology and Design Education 31:1, pages 117-137.
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Cosette Crisan & Linda Hobbs. 2019. Examining the Phenomenon of “Teaching Out-of-field”. Examining the Phenomenon of “Teaching Out-of-field” 151 178 .
Maria Luisa Pérez Cavana. 2019. Negotiating Identity in Modern Foreign Language Teaching. Negotiating Identity in Modern Foreign Language Teaching 69 90 .
Zongyi Deng. (2018) Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge. Teaching and Teacher Education 72, pages 155-164.
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Anna Elizabeth Du Plessis. (2016) Leading teachers through the storm: Looking beyond the numbers and turning the implications of out-of-field teaching practices into positive challenges. International Journal of Educational Research 79, pages 42-51.
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Anna E. du Plessis. (2015) Effective education: Conceptualising the meaning of out-of-field teaching practices for teachers, teacher quality and school leaders. International Journal of Educational Research 72, pages 89-102.
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Steve Drew, Christopher Klopper & Duncan Nulty. 2015. Teaching for Learning and Learning for Teaching. Teaching for Learning and Learning for Teaching 13 34 .
Rina Kim & Lillie R. AlbertRina Kim & Lillie R. Albert. 2015. Mathematics Teaching and Learning. Mathematics Teaching and Learning 13 31 .
Tony Brown, David Heywood, Yvette Solomon & Andonis Zagorianakos. (2012) Experiencing the space we share: rethinking subjectivity and objectivity. ZDM 45:4, pages 561-572.
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Peter Brett. (2013) Beyond ‘Navel-Gazing’ and ‘Mush’: Learning about Identity in Australian Classrooms. Citizenship, Social and Economics Education 12:1, pages 3-17.
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Denise MacGregor. 2013. Transfer, Transitions and Transformations of Learning. Transfer, Transitions and Transformations of Learning 133 147 .
Tony Brown & Olwen McNamaraTony Brown & Olwen McNamara. 2011. Becoming a Mathematics Teacher. Becoming a Mathematics Teacher 87 109 .
Tony Brown & Olwen McNamaraTony Brown & Olwen McNamara. 2011. Becoming a Mathematics Teacher. Becoming a Mathematics Teacher 31 48 .
Jeremy Hodgen. 2011. Mathematical Knowledge in Teaching. Mathematical Knowledge in Teaching 27 42 .
Yousun Shin. (2010) Journal of a Novice ESL Teacher: An Introspective Analysis. English21 23:1, pages 237-261.
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Kirsten Petrie. (2010) Creating confident, motivated teachers of physical education in primary schools. European Physical Education Review 16:1, pages 47-64.
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Frank Banks. (2008) Learning in DEPTH: developing a graphical tool for professional thinking for technology teachers. International Journal of Technology and Design Education 18:3, pages 221-229.
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R. Krishnaveni & J. Anitha. (2007) Educators' professional characteristics. Quality Assurance in Education 15:2, pages 149-161.
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Frank Banks, David Barlex, Esa-Matti Jarvinen, Gary O'Sullivan, Gwyneth Owen-Jackson & Marion Rutland. (2004) DEPTH – Developing Professional Thinking for Technology Teachers: An International Study. International Journal of Technology and Design Education 14:2, pages 141-157.
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Li Yuen Ling. (2003) Underpinnings of teachers’ professional development-a new conceptualization of field experience. Asia Pacific Education Review 4:1, pages 11-18.
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Barbara Jaworski & Uwe Gellert. 2003. Second International Handbook of Mathematics Education. Second International Handbook of Mathematics Education 829 875 .
Ronald Soetaert & Rob Van Kranenburg. 1998. CALL, Culture and the Language Curriculum. CALL, Culture and the Language Curriculum 23 36 .
Komathi Ale & Paz Olivera. (2014) Designing Collaborative Teacher Training Curriculum for Using ICTs in Education: Experiences from Peruvian Schools. SSRN Electronic Journal.
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