Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England

This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. T...

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Vydané v:	European journal of teacher education Ročník 38; číslo 1; s. 87 - 101
Hlavní autori:	Woolhouse, Clare, Cochrane, Matt
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Abingdon Routledge 02.01.2015 Taylor & Francis Ltd
Predmet:	Chemistry Communities of Practice Educational Policy Educational Practices England Focus Groups Foreign Countries Interviews Language Usage Mathematics Education Mathematics Teachers Pedagogical Content Knowledge Physics Preservice Teacher Education Preservice Teachers Professional Development Professional Identity Program Descriptions science teacher trainees Science Teachers Student Attitudes Student teachers Teacher Education Teacher Educators Trainees United Kingdom (England) United Kingdom > UK England
ISSN:	0261-9768, 1469-5928
On-line prístup:	Získať plný text
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