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However, in patch 2 Burton and Brundrett (2005) identified that although subject specific knowledge provides direction, it is the pedagogic knowledge that will strive vision and development. Pedagogy is the ability to select and use suitable teaching strategies and an understanding of how children learn, to be familiar with major concepts and how they can be taught (Newton and Newton, 2002; Dean, 2003; Burton and Brundrett, 2005; Wellcome Trust, 2015). Although a science leader must have sufficient subject knowledge, the progress the subject makes does not reflect solely on the content knowledge, but also the level of knowledge about how to raise the standards of teaching and learning within the field (Bishop and Lunn, 2002). Ovens (2000) believes this is because the knowledge of how to teach science promotes improved choices, regarding the way it is planned and how it broadens children’s