Please use this identifier to cite or link to this item:
http://bura.brunel.ac.uk/handle/2438/2874
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Green, A | - |
dc.coverage.spatial | 13 | en |
dc.date | - | |
dc.date.accessioned | 2008-12-04T16:31:38Z | - |
dc.date.available | 2008-12-04T16:31:38Z | - |
dc.date.created | - | |
dc.date.issued | 2006 | - |
dc.identifier.citation | Changing English. 13(1) 111–123. | en |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/2874 | - |
dc.description.abstract | This investigation addresses the complex issue of teachers’ subject knowledge. Specifically it focuses on the teaching of secondary school English; however, the principles it suggests apply more widely. Drawing on the experiences of trainee English teachers undertaking full-time and flexible PGCE courses during both their university- and school-based training, it explores the subject knowledge models of Banks, Leach & Moon and of Grossman, Wilson & Shulman, delineating how these can be used as a foundation on which beginning teachers can build their own personal deliverable models of subject. | en |
dc.format.extent | 287 bytes | - |
dc.format.mimetype | text/plain | - |
dc.language.iso | en | - |
dc.publisher | Routledge | en |
dc.title | University to school: Challenging assumptions in subject knowledge development | en |
dc.type | Research Paper | en |
Appears in Collections: | Education Dept of Education Research Papers |
Files in This Item:
File | Description | Size | Format | |
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University to school.txt | 287 B | Text | View/Open |
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