Seeing the Wood for the Trees: The National Literacy Strategy and Initial Teacher Education; Pedagogical Content Knowledge and the Structure of Subjects.

Twiselton, Samantha

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Peer reviewed

ERIC Number: EJ656577

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0305-764X

EISSN: N/A

Seeing the Wood for the Trees: The National Literacy Strategy and Initial Teacher Education; Pedagogical Content Knowledge and the Structure of Subjects.

Twiselton, Samantha

Cambridge Journal of Education, v30 n3 p391-403 Nov 2000

Presents a study in which student teachers were observed before and after implementing the National Literacy Strategy to determine the impact prescriptive curricula has on teacher development. Finds that teachers focused on checking off the curriculum objectives, but did not provide a framework to show how the components related to one another. (DAJ)

Descriptors: Educational Research, Elementary Education, Elementary School Curriculum, Foreign Countries, Higher Education, Literacy Education, Observation, Preadolescents, Student Teachers, Teacher Effectiveness, Teacher Role

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: United Kingdom (England)

Grant or Contract Numbers: N/A