000			03865nam a22005173i 4500
001			EBC1748518
003			MiAaPQ
005			20240729122921.0
006			m o d |
007			cr cnu||||||||
008			240724s2009 xx o ||||0 eng d
020			_a9781441119018 _q(electronic bk.)
020			_z9780826419880
035			_a(MiAaPQ)EBC1748518
035			_a(Au-PeEL)EBL1748518
035			_a(CaPaEBR)ebr10866963
035			_a(CaONFJC)MIL615662
035			_a(OCoLC)893330997
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aLB1725.G6 -- G42 2007eb
082	0		_a370.71
100	1		_aEllis, Viv.
245	1	0	_aSubject Knowledge and Teacher Education : _bThe Development of Beginning Teachers' Thinking.
250			_a1st ed.
264		1	_aLondon : _bBloomsbury Publishing Plc, _c2009.
264		4	_c©2007.
300			_a1 online resource (209 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aCover -- Contents -- List of Tables and Figures -- Acknowledgements -- Foreword -- 1 Introduction -- 2 Working on and being worked on: developing knowledge in practice -- 3 Know, understand and be able to do: professionalizing knowledge -- 4 Culture, activity, agent: designing the research -- 5 Ann: thinking about the subject knowledge of English -- 6 Grace: thinking about the subject knowledge of English -- 7 Liz: thinking about the subject knowledge of English -- 8 Personal trajectories of participation: interpreting beginning teachers' development -- 9 From 'making little ticks' to building professional communities: some implications for teacher education -- Notes -- References -- Glossary -- A -- B -- C -- D -- E -- F -- G -- H -- I -- K -- L -- M -- N -- O -- P -- Q -- S -- Appendix A: The progression of questioning foci across the three interview schedules -- Appendix B: A note on transcription.
520			_aTeachers' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural understanding of teachers' cognition and learning. An important implication of this study is that if teacher education wishes to have greater impact on the development of beginning teachers, teacher educators need to pay greater attention to the schools and subject department settings in which these beginning teachers learn.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aTeachers -- Training of -- England.
650		0	_aTeachers -- Attitudes -- Case studies.
650		0	_aTeachers -- Psychology -- Case studies.
650		0	_aEnglish teachers -- England -- Attitudes -- Case studies.
650		0	_aEnglish teachers -- England -- Psychology -- Case studies.
650		0	_aKnowledge, Theory of.
650		0	_aKnowledge, Sociology of.
655		4	_aElectronic books.
776	0	8	_iPrint version: _aEllis, Viv _tSubject Knowledge and Teacher Education _dLondon : Bloomsbury Publishing Plc,c2009 _z9780826419880
797	2		_aProQuest (Firm)
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=1748518 _zClick to View
999			_c38445 _d38445