The specification of various categories of knowledge that teachers should possess has been a historically consistent feature of moves to professionalize school teaching and to argue for individual teachers' professional autonomy. In this article, I suggest that the ways in which subject knowledge has been treated in research-based recipes for…

This paper is concerned with the process of how subject and pedagogic knowledge emerge through teachers' learning in science. It suggests that problematizing subject knowledge through direct experience of learning in science, particularly in those areas that are known to be difficult, constitutes a productive way of turning a deficit model of…

There is no end to the material available to teachers and teacher educators on topics related to the techniques of teaching. However, there is very little that connects the theories of education and the challenges of daily teaching practice in the classroom. These facts lead to the following questions: "What are the basics of teaching?" and "How…

The author offers thoughts on emerging pictures and consequences if the teacher is considered the primary agent of his or her own accountability. Noting the current wave of calls for educational accountability, Shulman suggests that typical mechanisms for ensuring quality often miss much of what actually goes on in classrooms, and that looking…

States mathematical subject knowledge of primary teacher trainees in England and Wales must be audited in line with government requirements for initial teacher training. Examines how this knowledge has been conceptualized. Presents research results from two institutions focusing on audited subject knowledge of primary teacher/trainee relationship…

Uses classroom discourse in an undergraduate mathematics course to challenge pre-service secondary mathematics teachers' notions about mathematical discourse, what it might resemble in the classroom, and how its various forms can be cultivated by classroom teachers. Results indicate that participants made a transition toward an image of discourse…

Provides an equivalent at the secondary level to the work of Liping Ma at the elementary level. Presents a better understanding of the conceptual knowledge of school mathematics held by prospective secondary teachers along with examples of the sorts of knowledge needed to teach for understanding within the domain of integer subtraction. (Author/MM)

Describes how new knowledge about teachers and teacher education has been created through narrative studies. Shows how biography, autobiography, and personal narratives are used in the construction and reconstruction of a teacher's personal practical knowledge. (SK)

Explores two avenues for K-6 teachers' mathematical development: (1) engagement in inquiry into mathematics itself; and (2) investigation of children's mathematical thinking. Illustrates how the need for these two kinds of investigations arises in classroom situations and how they can be pursued in a professional development setting. Contains 39…

Proposes a model of teacher knowledge situated in school science teaching that is the synthesis of a number of models, metaphors, and notions. Uses this model to examine the ways in which science teachers design and implement science lessons. Indicates that the model is sufficiently robust enough to provide simple and rapid yet effective and…

Uses in-depth interviews to explore the understanding of a non-random sample of 12 practicing primary school teachers in four areas: (1) biodiversity; (2) the carbon cycle; (3) ozone; and (4) global warming. Identifies those underpinning science concepts that were well understood, and those which were not so well understood. (Author/SAH)

Summarizes and critiques research on the role of mathematics content knowledge in the preparation and teaching practice of elementary (K-8) teachers in the United States. Calls for future research to give us longitudinal "videotapes" of teachers' knowledge and how it is developed and used in a variety of contexts. (Author/MM)

Investigates first year prospective secondary school teachers' beliefs about and attitudes toward mathematics. Finds that prospective teachers generally perceived good mathematics teaching to include the provision of enjoyable experiences. (Contains 31 references.) (Author/ASK)

This article elaborates on the notion of mathematical knowledge for teaching. It argues that the well-known conceptual/procedural distinction is limited and limiting, and that a more useful notion has to go beyond dichotomies in conceptualising knowledge, as well as beyond dichotomies between knowledge and practice. The article argues that…

Criteria for judging performance are traditionally and unproblematically invoked as a resource to be used (1) to make the assessment requirements evident to learners and (2) to provide a tool for rendering teacher judgments consistent, reliable, and fair. This paper explores the use of criteria and standards in the process of teacher judgment of…