Search results for: Woolhouse Clare
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Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
This article is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England. It discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers.
Updated: Jun. 07, 2015