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The Knowledge Bases of the Expert Teacher
Author(s) -
TurnerBisset Rosie
Publication year - 1999
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192990250104
Subject(s) - underpinning , legislation , accountability , government (linguistics) , subject (documents) , pedagogy , set (abstract data type) , value (mathematics) , mathematics education , teaching method , teacher education , sociology , psychology , political science , engineering , computer science , law , linguistics , philosophy , civil engineering , machine learning , library science , programming language
In the late twentieth century, accountability and value for money are two of the major themes influencing developments in education. Reflecting these themes, recent government legislation has produced a set of teaching competences, later revised as standards, for use in initial teacher education and assessment of teaching performance. They are used as criteria for teacher training, in some cases forming the theoretical underpinning of courses. This article argues that that model of knowledge essential for teaching presented by the 10197 standards is impoverished. Instead there will be presented a comprehensive model of knowledge bases for teaching, which can inform our understanding of teaching and provide a more sophisticated theoretical underpinning than that imposed by government legislation. The model was developed through a recent doctoral study of subject knowledge and teaching competences. The model is illustrated by an example of teaching in history, which shows how it can act as a theoretical underpinning both for experienced and beginning teachers.