The knowledge base of subject-matter experts in teaching : A case study of a professional scientist as a beginning teacher
Diezmann, Carmel M. & Watters, James J. (2015) The knowledge base of subject-matter experts in teaching : A case study of a professional scientist as a beginning teacher. International Journal of Science and Mathematics Education, 13(6), pp. 1517-1537.
Administrators only until December 2016 | Request a copy from author
One method of addressing the shortage of science and mathematics teachers is to train scientists and other science-related professionals to become teachers. Advocates argue that as discipline experts these career changers can relate the subject matter knowledge to various contexts and applications in teaching. In this paper, through interviews and classroom observations with a former scientist and her students, we examine how one career changer used her expertise in microbiology to teach microscopy. These data provided the basis for a description of the teacher’s instruction which was then analysed for components of domain knowledge for teaching. Consistent with the literature, the findings revealed that this career changer needed to develop her pedagogical knowledge. However, an interesting finding was that the teacher’s subject matter as a science teacher differed substantively from her knowledge as a scientist. This finding challenges the assumption that subject matter is readily transferable across professions and provides insight into how to better prepare and support career changers to transition from scientist to science teacher.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||science teaching, subject matter knowledge, contextual knowledge, career change teachers, pedagogical content knowledge, beginning teachers, bricolage, mature age teachers, Teaching STEM|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2014 Springer Verlag|
|Deposited On:||25 May 2014 23:43|
|Last Modified:||22 Jan 2016 21:57|
Repository Staff Only: item control page