LEADER 03362nam 2200601 450 001 9910819625503321 005 20230721034726.0 010 $a1-4411-1901-9 035 $a(CKB)3710000000109383 035 $a(EBL)1748518 035 $a(MiAaPQ)EBC1748518 035 $a(EXLCZ)993710000000109383 100 $a20060925h20072009 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aSubject knowledge and teacher education $ethe development of beginning teachers' thinking /$fViv Ellis 210 1$aEngland ;$aNew York :$cContinuum,$d2007. 210 4$dİ2009 215 $a1 online resource (209 p.) 225 1 $aContinuum studies in education 300 $aDescription based upon print version of record. 311 $a0-8264-1988-7 320 $aIncludes bibliographical references (pages [171]-183) and index. 327 $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 327 $a9 From ''making little ticks'' to building professional communities: some implications for teacher educationNotes; 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 330 $a Teachers'' knowledge of the subjects they teach has been of enduring interest to governments, the profession and the wider society. In this book, Viv Ellis traces the development of three beginning teachers thinking about their subject knowledge in the context of Standards-based teacher education and the practice of auditing student teachers'' subject knowledge. Ellis puts forward a theory of subject knowledge development that moves on from the objectivist and individualistic epistemologies associated with Standards and the practices of auditing to more a contextualist and sociocultural under 410 0$aContinuum studies in education. 606 $aTeachers$xTraining of$zEngland 606 $aTeachers$xAttitudes$vCase studies 606 $aTeachers$xPsychology$vCase studies 606 $aEnglish teachers$zEngland$xAttitudes$vCase studies 606 $aEnglish teachers$zEngland$xPsychology$vCase studies 606 $aKnowledge, Theory of 606 $aKnowledge, Sociology of 615 0$aTeachers$xTraining of 615 0$aTeachers$xAttitudes 615 0$aTeachers$xPsychology 615 0$aEnglish teachers$xAttitudes 615 0$aEnglish teachers$xPsychology 615 0$aKnowledge, Theory of. 615 0$aKnowledge, Sociology of. 676 $a370.7/1 700 $aEllis$b Viv$f1965-$01615878 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910819625503321 996 $aSubject knowledge and teacher education$93988453 997 $aUNINA