Combining ‘subject knowledge’ with ‘how to teach’
An exploratory study of new initial teacher education for teachers of adult literacy, numeracy and English for Speakers of other Languages
Bibliographic Data
| ID | 11423943 |
|---|---|
| Authors | Norman Lucas (University of London, corresponding author), Sai Loo (0000-0002-8617-4241, University of London), Jeremy McDonald (University of London) |
| Year | 2005 |
| Volume | 24 |
| Issue | 4 |
| Pages | 337-350 |
| Publication date | 2005-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370500169244 |
| OpenAlex | W2089129471 |
| Language | EN |
| References cited | 4 |
This paper is based on a research project that explored a UK Government initiative to improve the quality of teaching adults, numeracy, literacy and English as a second other language. The findings will be of interest to teacher educators generally and also to those involved in teaching adults, language, literacy and numeracy. The paper reports on the main findings of the research and sets the context for the presentation of models and concepts for rethinking how to meet the diverse prior experience and qualifications of those on teacher training programmes, as well as the challenges of relating a deeper understanding of ‘what you teach’ and ‘how you teach it’. Among the many issues raised by this paper, priority is given to the importance of the sequencing and organization of teacher training courses to meet the individual needs of trainees, who in the context of teaching adults in the UK have very different levels of teaching experience, prior subject knowledge and learning needs
Context (archaeology · Exploratory research · Government (linguistics · Linguistics · Literacy · Mathematics education · Numeracy · Pedagogy · Presentation (obstetrics · Quality (philosophy · Sociology · Subject (documents · Computer Science · Education Systems and Policy · Higher Education Learning Practices · Medicine · Psychology · Second Language Learning and Teaching
| Highly cited | No |
|---|