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You have been introduced to the Teachers Standards and the University of Manchesters Professional Development Record (PDR). You will note that on four separate occasions as part of the PDR, you will need to audit your subject knowledge and skills against the Standards. Write a journal entry (400-600 words) considering the role of subject knowledge for teaching. When considering the role of subject knowledge for teaching, there are many authors/theorists that we can refer to. Some authors highlight the role of subject knowledge as an important factor in becoming an outstanding primary school teacher. Shulman (1986) acknowledged the importance of subject knowledge and pedagogical knowledge as equal. He stated that by combining these together, which he called pedagogical content knowledge (Shulman, 1986:9), was the best way of becoming a better teacher. I agree that both having good subject knowledge and being able to impart this knowledge to children is of the upmost importance. I understand that my subject knowledge should always be at a higher level than the children and I also appreciate that I will need to add to my subject knowledge over the years. To do this I will need to keep up to date with the developments in the curriculum and the subject areas, as well as teaching methods. Shulman (1986) agrees that a teachers pedagogical content knowledge should be adaptable throughout their time as a teacher. The Association for Teacher Education in Europe (ATEE, 2006) also agree with this, stating that teachers need to be able to think reflectively and continue to update their subject knowledge as criteria and outcomes change for teachers and for children. Philip (2007) identified the importance of teacher beliefs, while Schoenfeld (1998, cited in Rosken and Rolka, unknown) stated that knowledge, goals and beliefs can be seen as separate entities. However, Rosken and Rolka (unknown) emphasized how these cannot be seen as separate entities and viewed that a teachers beliefs had influence upon all aspects of their professional lives. I am in agreement with the latter view and believe that I will need to continually reflect upon my beliefs and the impact that these have upon my teaching. For example, the planning of lessons, how lessons are developed and the goals I hope to achieve. Malm (2010) identifies the importance of the social, emotional and intellectual needs of the child, all having to be addressed by the teacher. I am aware that I will need to pay attention to teaching with empathy and to being collaborative with children, while also taking a leadership role,

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thus catering for the development of the whole person (Malm, 2010:77). The commitment of the teacher is of high importance. Skolverket (2006) cited in Malm (2010:79) cites how there is a correlation between childrens desire to learn and teachers desire to teach. My reflections are that the teachers personal commitment is paramount, which is echoed by Malm (2010) who states that a teachers personal commitment is a predictor of a childs performance. Day (2002) cited in Malm (2010) echoes this in concluding that teachers require an enthusiasm for teaching. To these ends I am committed to teach to the best of my ability, developing each childs confidence and creating a positive learning environment. I appreciate that all children learn in a different manner, therefore I need to include different methods of teaching including visual, auditory, kinaesthetic and tactile. Kelter and Stoffel (2002) highlight how different teaching styles can be made use of in an attempt to engage children. They studied the behavioural approach used within an inner city school and an egalitarian approach used within a private school, concluding that each could learn from the other. My thoughts coincide with those of White (2002:307), who favours a constructive approach based on active learning with students constructing their own knowledge. I would aim to be an objective led teacher (Hicks, 2013), focusing on appropriate activities in order to involve all children and enhance their learning.

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References Hicks, L. 3rd September 2013. Trouble with Counting!. Maths Lectures, The University of Manchester. Ketter, J. and Stoffel, B. (2008) Getting Real: Explored the Perceived Disconnect Between Education Theory and Practice in Teacher Education. Studying Teacher Education, 4, (2), 129-142. Malm, B. (2009) Towards a New Professionalism: Enhancing Personal and Professional Development in Teacher Education. Journal of Education for Teaching, 35, (1), 77-91. Rsken, B. and Rolka, K. Goals and Beliefs Two Sides of the Same Coin. (PDF doc, Google Scholar). Shulman, L. S. (1986) Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, (2), 4-14. White, B. C. (2002) Constructing Constructivist Teaching: Reflection as Research. Reflective Practice: International and Multidisciplinary Perspectives, 3, (3), 307-326.