Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England

• Published in: European journal of teacher education Vol. 38; no. 1; pp. 87 - 101
• Main Authors: Woolhouse, Clare, Cochrane, Matt
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 02.01.2015; Taylor & Francis Ltd
• Subjects: Chemistry; Communities of Practice; Educational Policy; Educational Practices; England; Focus Groups; Foreign Countries; Interviews; Language Usage; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Physics; Preservice Teacher Education; Preservice Teachers; Professional Development; Professional Identity; Program Descriptions; science teacher trainees; Science Teachers; Student Attitudes; Student teachers; Teacher Education; Teacher Educators; Trainees; United Kingdom (England); United Kingdom > UK; England

This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. T...