Review paper
Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development
Abstract
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 teachers' professional knowledge are often characterized to various degrees by three epistemological...
Paper Details
Title
Taking subject knowledge seriously: from professional knowledge recipes to complex conceptualizations of teacher development
Published Date
Dec 1, 2007
Journal
Volume
18
Issue
4
Pages
447 - 462
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Notes
History