Towards Solving the Recruitment Crisis in Maths Teaching: The Role of Subject Knowledge Enhancement Courses
Article
Bell, C. 2017. Towards Solving the Recruitment Crisis in Maths Teaching: The Role of Subject Knowledge Enhancement Courses. Research in Teacher Education. 7 (1), pp. 19-23. https://doi.org/10.15123/uel.891x7
Authors | Bell, C. |
---|---|
Abstract | Subject Knowledge Enhancement (SKE) courses aim to provide sufficient subject knowledge in ‘shortage subject’ areas, such as mathematics and science, to enable those who attend them to then undertake Initial Teacher Training and to go on to become teachers in secondary schools. This paper examines the learning experience of a group of SKE participants, and assesses whether this added significantly to their subject knowledge and helped prepare them for work in the classroom, comparing this outcome with conventional teacher trainees who had not undertaken such a course. |
Journal | Research in Teacher Education |
Journal citation | 7 (1), pp. 19-23 |
ISSN | 2046-1240 |
2047-3818 | |
Year | 2017 |
Publisher | The School of Education and Communities, University of East London |
Publisher's version | License File Access Level Anyone |
Digital Object Identifier (DOI) | https://doi.org/10.15123/uel.891x7 |
Publication dates | |
Online | May 2017 |
Publication process dates | |
Deposited | 19 Mar 2021 |
Copyright holder | © 2017 The Author |
Permalink -
https://repository.uel.ac.uk/item/891x7
Download files
Publisher's version
Bell C Towards solving the recruitmentcrisis in maths teaching the role of Subject Knowledge Enhanc.pdf | ||
License: All rights reserved | ||
File access level: Anyone |
Explore this article
Explore this article
Editorial
Garby-Czerniawski, G. 2017. Editorial. Research in Teacher Education. 7 (1), p. 5. https://doi.org/10.15123/uel.891x3Academic identity of Access HE tutors: a focused review of the literature
Hudson, A. 2017. Academic identity of Access HE tutors: a focused review of the literature. Research in Teacher Education. 7 (1), pp. 6-12. https://doi.org/10.15123/PUB.6128Using Andragogy to Teach Pedagogy: Expecting Heutagogy – Using Against-the-Grain Teaching Practices for Desired Outcomes
Smith, M. 2017. Using Andragogy to Teach Pedagogy: Expecting Heutagogy – Using Against-the-Grain Teaching Practices for Desired Outcomes. Research in Teacher Education. 7 (1), pp. 13-18. https://doi.org/10.15123/uel.891x4Early Reading Experiences of White Working-Class Trainee Teachers
Baker, A. 2017. Early Reading Experiences of White Working-Class Trainee Teachers. Research in Teacher Education. 7 (1), pp. 25-28. https://doi.org/10.15123/uel.891x8Happier Teachers and More Engaged Students? Reflections on the Possibilities Offered by a Pedagogical Approach Co-Developed by Teachers and Researchers
Archer, L. 2017. Happier Teachers and More Engaged Students? Reflections on the Possibilities Offered by a Pedagogical Approach Co-Developed by Teachers and Researchers. Research in Teacher Education. 7 (1), pp. 29-32. https://doi.org/10.15123/uel.891xwBook Reviews
Hoskin, J. and Robertson, G. 2017. Book Reviews. Research in Teacher Education. 7 (1), pp. 33-34. https://doi.org/10.15123/uel.891xx160
total views59
total downloads1
views this month0
downloads this month