Subject knowledge for teaching and continuing professional development

Abstract

This short discussion article outlines a range of theoretical issues underpinning the formation of subject knowledge for teaching. It suggests a number of practical needs that secondary school teachers of English may be seeking to address in the way of subject knowledge development and how this may relate to the provision made within the United Kingdom (UK)
Higher Education sector. It is hoped in so doing that it also identifies issues that may be of relevance in other subject areas and in other national contexts.