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ERIC Number: EJ779887
Record Type: Journal
Publication Date: 2007-Dec
Pages: 16
Abstractor: Author
ISSN: ISSN-0958-5176
Taking Subject Knowledge Seriously: From Professional Knowledge Recipes to Complex Conceptualizations of Teacher Development
Ellis, Viv
Curriculum Journal, v18 n4 p447-462 Dec 2007
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 problems: the problem of dualism; the problem of objectivism; and the problem of individualism. In place of dualistic, individualistic and objectivist typologies, the article proposes a realistic alternative: a situated view of subject knowledge as emergent within complex and dynamic social systems. A model of this developmental process is offered that represents the development of subject knowledge in practice, that is, teaching a subject in schools. The article concludes with a brief discussion of the practical implications of this view of subject knowledge and teacher development for teacher education programmes. (Contains 2 figures and 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)