At its simplest, those whose degree was primarily literature based may wonder how they are going to meet the requirement to teach grammar (particularly if specific knowledge of language was not part their own English curriculum at school). As for all forms of education, preparation for teaching – and, for that matter, subsequent continuing professional development – depends significantly on being a part of a wider community of teachers and learners. These are not intended to provide an extension to your degree studies but to direct you to the type of reading and reflection which might be particularly appropriate for secondary English teaching. Try out teaching with us. It would be easy to conclude, based on Hattie’s work, that subject matter knowledge is unimportant, and that teachers can teach with abandon outside their subject area. Observations of lessons and conversations with the trainee revealed the cause of this difficulty was a lack of understanding of the precise knowledge pupils needed to gain within a particular topic. i.e. your own thoughts about controversies in English – the place of grammar, the concept of literacy, literary hierarchies, and ideas such as personal growth and critical theory. If you're using Internet Explorer, you should know that our website works best on Chrome, Edge or Firefox. Train to teach, earn a salary and help pupils reach their potential. Subject Knowledge and the Teacher 1 – Introduction Seed guide 1: Working with Secondary Schools: a Guide to Higher Education English Report 12: English at A level – A Guide for lecturers in Higher Education Knowing more The task is clearly not straightforward – for example you may have specialised in C19th fiction but feel less confident about the modern novel – and it may be helpful therefore to record any specific observations about areas of strengths or areas for development. Experience STEM teaching on our award-winning programme. your own experiences of being taught English at school and university; your experience observing and teaching English lessons; your own thoughts about the different reasons for teaching English as a subject (the answer to this question may seem at first obvious but if. Let us know on twitter – you can chat to our teacher education leads @FayeCraster and @Reuben_Moore (and we’re on @TeachFirst), ©2020 Teach First is a registered charity (1098294) and company (4478840) in England and Wales. Try teaching and boost your CV in just two days. The purpose of these pages is to emphasize the positive, whilst acknowledging and, hopefully, clarifying the elusiveness of the subject. He had built excellent relationships with pupils in his key stage 4 class and behaviour was good (secure in TS7). Our starting point therefore must be positive; you need to think first about the strengths in English which you bring to the profession before concentrating on areas for development. Report: Who’s prepared to teach school English? I would argue strongly that what we teach (the subject content) is too often overshadowed by how we teach (pedagogy). We explored the relative locations of important places in the cattle industry by using compass directions (Cattle were driven NORTH from Texas; the railroads were expanding WESTWARDS). Through this he built pupils’ knowledge cumulatively, ensuring efficient and effective use of lesson time. Strong subject knowledge is the most important component of being a good teacher, a major education conference has heard. Effective teachers have good subject knowledge. According to Hattie, teacher subject-matter knowledge had an effect size of 0.19, meaning that it was far less effective than other factors like classroom management (0.52) or effective teacher feedback (0.75). Working at a more granular level of detail enabled him to sequence the content pupils were exposed to within these activities and ensure his planning considered what pupils would be thinking about at every stage of the lesson. This involves posing questions to all pupils at the same time and receiving their answers simultaneously (in this case using a programme on the pupils’ school-provided tablet computers). That might seem like an obvious statement, but it’s often underestimated. Knowledge for teaching Lawlor (1990) describes the medieval view of teaching as one where only subject knowledge is necessary. In addition, this checking was not comprehensive as he was sampling individual pupils, rather than assessing the understanding of the entire class before moving on. We hope these blogs will be helpful for the thousands of schools that support new trainee teachers each year, and act as a starting point for conversations with other teacher educators – so we can all keep learning and improving. Finally, this all had the effect of improving pupils’ progress in history. Only if this is the case can the teacher educator effectively model, guide and prompt what good practice in those standards above consists of. There are both positive and negative aspects to this breadth, in terms of the teaching of English: positive in the infinitely resourceful possibilities of the creative English classroom; perhaps more negative in the uncertainty of what precisely constitutes the subject English – what, in these terms, should actually be taught in its name.