Arts and Humanities in Higher Education

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Free Full Text (Free PDF) Free
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Green, A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Arts and Humanities in Higher Education, Vol. 5, No. 3, 275-290 (2006)
DOI: 10.1177/1474022206067625

University Challenge

Dynamic subject knowledge, teaching and transition

Andrew Green

Brunel University, UK

This article addresses the complex issue of lecturers’ subject knowledge and teaching. It explores the subject knowledge models of Banks, Leach and Moon (expressed in their chapter ‘New understandings of teachers’ pedagogic knowledge’, in J. Leach and B. Moon’s edited work Learners and Pedagogy, 1999) and of Grossman, Wilson and Shulman (see their ‘Teachers of substance: Subject matter knowledge for teaching’, in Knowledge Base for the Beginning Teacher edited by M.C. Reynolds, 1989). The article then delineates how these can be used in the development of robust teaching models of the subject. It also suggests how these models can be used to develop a scholarly view of teaching and how this may impact on student transition and development. The article emerges from a study of teaching and learning in English Literature departments within the UK higher education sector, but it draws conclusions and offers recommendations applicable to teaching across the Arts and Humanities in and beyond the UK context.

Key Words: English Literature • pedagogy • scholarship of teaching • subject knowledge • teaching • transition


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 PedagogyHome page
A. Green
A Desk and a Pile of Books: Considering Independent Study
Pedagogy, October 1, 2007; 7(3): 427 - 452.
[PDF]