Strong Subject Knowledge In Education

Strong subject knowledge is seen to be essential for effective teaching, Schulman, (1986,1987) Eraut,(1994), Turner-Bisset (2001).Throughout the processes of planning, assessment, differentiation or feedback, proficient subject knowledge is deemed vital. With the new National Curriculum, DfE.(2013) focusing strongly on the acquisition of knowledge, the need for teachers to sustain high levels of subject knowledge across the curriculum has never been more crucial. Demands on a teachers’ subject knowledge can be particularly challenging across the Primary curriculum, when practitioners are expected to have a substantial level of subject knowledge in all curriculum subjects. Alexander et al (1992, p.2) suggest that the level of subject knowledge …show more content…
Whilst I am embarking on my training to become a teacher, it is imperative that I consider areas of the curriculum in which my subject knowledge is lacking, in order to address the gaps in knowledge. To identify areas that I need to develop, a subject knowledge tracker was used relating to the National Curriculum, (2013) programmes of study. Reflecting on areas of priority, I summarised key areas to target for development. The summary highlighted that I did not have adequate subject knowledge in several areas of the curriculum in: Maths- Understanding of key progression in fractions; Computing – Understanding key terminology; Modern Foreign Languages – French grammar and application and English- Understanding poetic devices and the role of language in …show more content…
I consider this to be of prime importance with such an emphasis on technology in all aspects of workplace and home life. Many pupils have a particularly good knowledge in computing as a result of technology being readily available in school and home. My knowledge in this area is weak, probably due to a lack of opportunity at school; I left school nearly 30 years ago and computers were a relatively new concept only just being introduced into schools. Consequently, most of my knowledge to date has been self- taught, although I have attended learning events in University and school whenever possible. This has created a feeling of apprehension whenever I am asked to be involved in any computer related learning. As a result, the priority I have highlighted in this area is to become familiar with the terminology of the Computing curriculum and investigate how to use these applications. In order to be able to teach effectively and move learners on in this area, it appears that a comprehensive knowledge of computing terms and their application is necessary. To address this I will make use of peer mentoring and arrange meetings with a computing specialist within school. I have arranged to support at the school Computer club to immerse myself in learning through experience as Kolb, (1984) proposes. I also intend to create a Padlet which will encourage