Teacher knowledge and beliefs about grammar: A case study of an English primary school

Abstract

This case study of developing teacher attitudes, beliefs and content knowledge at one primary school in the North‐West of England deals with the new spelling, punctuation and grammar (aG) elements of the National Curriculum, focusing on grammatical terms and concepts. It uses data collected over 10 months from June 2014 to March 2015, including surveys, interviews and comments made during post‐observation discussions and during aG sessions. The findings suggest that, while much work remains to be done in developing teachers’ knowledge base, attitudes are largely supportive of teaching children grammar terms and concepts.

Key words:

• Grammar
• knowledge
• belief
• attitude
• primary school