Journal article
Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education
Teaching and Teacher Education, Vol.89, pp.1-12
2020
Abstract
This article presents a systematic literature review about disciplinary expert teachers in primary science and mathematics education. This is a timely synthesis of the literature, as current reforms in teacher education in Australia and internationally require primary teachers to have specialised knowledge in a learning area. Systematic review protocols were used to identify and evaluate the relevance of numerous articles of which thirty-seven were included in the final analysis. Findings show insufficient evidence about whether expert teachers have a positive impact on instructional quality and student learning. Implications are discussed with reference to the current policy moment in Australia and teacher education more broadly.
•The nomenclature used to describe disciplinary expert teachers and their ways of working is highly varied and contextual.•Knowledge specialism in the primary school can occur at the preservice or inservice career stage, with the former presenting concerns about these educators’ positioning as both novice and expert.•There is insufficient evidence to know whether specialist teachers or generalist teachers with a specialisation positively impact instructional quality and student learning.•Disciplinary expert teachers need to be supported by school administrators to build quality relationships with their colleagues.
Details
- Title
- Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education
- Authors
- Reece Mills (Author) - Queensland University of TechnologyTheresa Bourke (Author) - Queensland University of TechnologyErin Siostrom (Author) - Queensland University of Technology
- Publication details
- Teaching and Teacher Education, Vol.89, pp.1-12
- Publisher
- Elsevier Ltd.
- DOI
- 10.1016/j.tate.2019.103010
- ISSN
- 1879-2480
- Organisation Unit
- School of Education and Tertiary Access; School of Education - Legacy; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99489908102621
- Output Type
- Journal article
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