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The role of subject knowledge in primary pre-service teachers’ approaches to teaching the topic of area
The relationship between primary teachers’ subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers’ subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a 1-year postgraduate teaching course. The strengths and limitations of their subject knowledge are examined, in relation to their selection of teaching activities. The results suggest connections between these strengths and limitations, in relation to espoused teaching activities and pedagogical orientations. This questions the assumption that secure subject knowledge is necessarily transformed into effective teaching and concurs with other research that suggests other factors may be involved, such as knowledge of learners.
History
Publication title
Journal of Mathematics Teacher EducationVolume
15Pagination
187-206ISSN
1386-4416Department/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
The NetherlandsRights statement
Copyright 2011 Springer Science+Business Media B.V.Repository Status
- Restricted