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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Bibliographic Details
Published in:	European journal of teacher education Vol. 38; no. 1; pp. 87 - 101
Main Authors:	Woolhouse, Clare, Cochrane, Matt
Format:	Journal Article
Language:	English
Published:	Abingdon Routledge 02.01.2015 Taylor & Francis Ltd
Subjects:	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
Online Access:	Get full text
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