The nature of ‘subject knowledge’ needed for effective teaching has been a key concern and the focus of a number of educational researchers and writers since the 1980s. The most influential of which is Lee Shulman:
Shulman, L. S. (1986) ‘Those who understand: knowledge and growth in teaching', Educational Researcher, 15, 4–14. (Reading 9.7).
Ball, D. L., Thames, M. H. and Phelps, G. (2008). ‘Content knowledge for teaching: What makes it special?’ Journal of Teacher Education, 59(5), pp. 389-407.
Banks, F. Leach, J. and Moon, B. (1999) ‘New Understandings of Teachers' Pedagogic Knowledge’, in Leach, J. and Banks, F. (eds) Learners and Pedagogy, London: Paul Chapman.
Shulman’s categorisation of knowledge for teaching was the basis for the work of a team of mathematics educators from the University of Cambridge. They used empirical research to develop a framework for the identification of where subject knowledge for teaching is revealed through practice.
Rowland, T., Turner, F., Thwaites, A. and Huckstep, P. (2008). Developing primary mathematics teaching, London: Sage.
This book focuses on the importance of reflective practice for effective teaching and the link between reflection and developing subject knowledge for teaching was the focus of research using the ‘knowledge quartet’ framework:
Turner, F., (2012) ‘Using the Knowledge Quartet to develop mathematics content knowledge: the role of reflection on professional development, Research in Mathematics Education, Vol 14, (3), 253-271
Professional support through subject associations is now more vital than ever for teachers working in the pressured environment of the primary school - see Web Links on this site.
