Source

EVANS, A., HAWKSLEY, F., HOLLAND, M. R. and CAILLAU, I. (2008). Improving subject
knowledge and subject pedagogic knowledge in employment based secondary initial
teacher training in England. In: Annual Conference of the Association of Teacher
Education in Europe, Brussels, 23-27 August 2008.

Introduction
This review critically reviews the article Improving subject knowledge and subject
pedagogic knowledge in employment based secondary initial teacher training in England
by Evans, A., Hawksley, F., Holland, M.R. and Caillau. I. which was delivered at the
Annual Conference of the Association of Teacher Education in Europe, Vrje University
Brussel , August 2008. The review will firstly summarise the article. Secondly, it will
briefly analyse the effectiveness of the articles structure, investigating how the
information is set out and whether the reader can access it efficiently. Thirdly, the
review will critique the article, evaluating its accuracy, currency, relevance, objectivity
and stability. The review will also judged the articles accessibility and credibility. Overall
the article was well written, clear and relevant.
Article Summary
The purpose of the article was to find out how trainee teachers acquire subject and
subject pedagogic knowledge while based in school and whether teaching staff in schools
have the required subject and subject pedagogic knowledge and skills for this enhance
role. The article also stated that government inspectors have found that trainees on
employment based initial teacher training route were weaker in subject knowledge and
subject pedagogic knowledge compared to trainees following the more traditional one
year training course which about a third of course time is University based. The article
also determined the study indicating that the study finds that trainees acquire subject
and subject pedagogic knowledge in a variety of highly individualistic ways that suggests
that the Training and Development Agency(TDA) model only partially explains what is
happening in practice and there is a significant training need to ensure schools are well
equipped to deliver high quality subject focussed training. The study involved trainees,
school-based mentors, school-based Initial Teacher Training Coordinators and University
assessors. The participants completed their specific tasks, questionnaire and qualitative
evaluation over a one year period. The specific tasks, questionnaire and qualitative
evaluation were designed to assess participants aspects of subject knowledge and
pedagogy. Data collected about the way participants acquire subject knowledge and
subject pedagogic knowledge was interpreted against the Training and Development
Agency model. The data summary of the key findings for the development of subject
knowledge and pedagogy in employment-based initial teacher training(EBITT) route are
1) Trainees learn subject knowledge and pedagogy in a highly individualistic way . 2)
Few mention the ways that their mentors influence their subject knowledge and
pedagogy . 3) Trainees take a lead in their own professional development including in
subject knowledge and pedagogy . 3)Mentors find it difficult to articulate their
understanding of subject knowledge and pedagogy. 4) Mentors need more knowledge
and understanding of the potential of subject resources to improve the quality of their
training . 5)Initial Teacher Training Coordinators (ITTCs) recognise the importance of

mentors subject knowledge and pedagogy but are less certain that mentors are
prepared to fully undertake this responsibility .6) ITTCs need to know more about the
abilities of subject based mentors to enhance Pedagogical Content Knowledge and use
this information to contribute to their selection/ de selection of and CPD support for
mentors 7) The majority of ITTCs recommend that the EBITT partnership should
change the title of mentor to school based tutor 8) The EBITT partnership needs to
further support mentors in their training particularly for first time mentors, with more
detailed information about role expectation, further support with subject knowledge
materials/tasks design and aiming to create a community of mentors and 8) The TDA
model is a partial illustration of a trainees way of developing subject knowledge. The
new SHU model developed from EBITT trainees actual experiences can be used to link
with the TDA model, help teachers understand the complexity of acquiring subject and
pedagogic knowledge and support training for all in the EBITT partnership.
Article Structure
The article under review was accessed via EBSCO host in a clear and well set out form.
It was retrieved as a PDF document. The article was introduced with an abstract that
briefly outlined the purpose of the article, its main points, findings, conclusions,
implications and future research directions. The article is broken into headings and
subheadings with relatively short paragraphs making the information readily
accessible. The background information allowed clear understanding of the context and
importance of the study. The body was logically organised. This allowed the reader to
read the entire article or just the part of interest. The article had both qualitative and
quantitative aspects with excerpts from interviews and surveys combined with statistical
data from the study. The article was summarised but this occurred in a long and
jumbled form making a clear and concise understanding of the main points difficult.
There were extensive references cited in-text and set out clearly in the References
section. The article was a PDF document which meant it could easily be printed and
read. It did not have links throughout the text but did have one link in the citation. The
sentences were structured so that an average person could read most of the article
however in some sections the level of literature was advanced. The overall accessibility
of the information was quite good.
Article Critique
Accuracy
The information included in the article was from a study conducted in July 2007. The
information is verified and supported with in-text referencing and an extensive list of
references. The editorial and reviewing processes that the article was subject to both
contribute to the accuracy and reliability of the article. The information in the article is
therefore accurate and reliable.

Currency
The study the article is written about was conducted in July 200. The article was written
and published in 2008. It was delivered at the Annual Conference of the Association of
Teacher Education in Europe , Vrije Universiteit Brussel in August 2008 . The references

included in the list of references range from 1973 to 2008. The article is therefore
current and supported by a range of studies over an extensive time frame.
Relevance
The article is from an academic journal and is therefore intended for the educational
community. It was written to inform and detail specific research conducted by the
authors, not to entertain. The subject is covered well but because it was conducted in
England on a limited amount of high level academics, it is not generalizable. The article
is very detailed with the topics being explored in great depth. The material is presented
in a logical and organised way. The article is accordingly relevant to the academic
community.
Objectivity
The information presented in the article is from a research study. The results are
presented in an objective way with all evidence and supporting documentation
acknowledged. The article is based on fact with all stringent research processes and
decisions clearly explained. As a result, the information presented in the article is
objective.
Stability
The article is from an academic journal that is available in both print and electronic
forms. It can also be found on an established and highly credible academic database:
EBSCO hosts Academic Search Premier. For these reasons, the article is stable as a
resource.
Methodology
The methods used to gather the data for this article were clearly explained. The
instruments and development were explained, and the data from trainee reflections on
their experiences of developing subject knowledge and subject pedagogy were discussed
thoroughly. Excerpts from the student accounts were given to support key points. The
population used was adequate. No discussion of the statistical techniques was given in
this particular section. However, the visual maps were clearly stated and organised.

Findings
The findings were well stated, organised, summarised and sectioned. The researchers
placed their findings within the content of on going school inquiry about the research
topic in depth. Their findings clearly stated that trainees acquire subject and subject
pedagogic knowledge in a variety of highly individualistic ways that suggests that the
TDA model only partially explains what is happening in practice and that there is a
significant training need to ensure schools are well equipped to deliver high quality
subject focussed training. However, the weakness of this research is that the findings
were developed towards the end of the article in brief.

Conclusion
The conclusions were based on the findings and logically stated. The findings
suggested eight distinct ways in which trainees enhance their subject knowledge and
pedagogy on the EBITT route

Reflection on previous knowledge gained in degree or prior experience

Initial needs Analysis identifying gaps in knowledge
Reading
Accessing web based resources
CPD courses
Working with colleagues
Practical application
Knowledge of self

Through these findings, it can be related in real life situation whereby for instance
the teaching of Physical Education( PE ) in primary schools. Lack of subject knowledge
and subject pedagogic knowledge have resulted in many generalists teachers being
forced to rely on their non physical education and sporting experiences, some of which
are negative ,to guide teaching and decision making in physical education. The
consequences are such that as teachers ,these individuals then may replicate their own
experiences , even when their desire is to achieve the complete opposite and create an
alternative physical education.
In conclusion,, this was a very in-depth research project, particularly for a journal article.
For the most part, it was well written and well organized. However, there was a definite
need for a short review of literature to develop the situation which was not discussed in
the article. Overall, it was a very interesting, significant contribution to the field of
research.

Recommendations
This article would be useful for any PE teachers currently teaching PE to their students.
Compared to non PE teachers, PE specialists have been shown to teach longer lessons
spend more time developing skills and provide more moderate and vigorous physical
activities opportunities to students in primary school PE classes. Further , PE specialists
spend more class time on lesson management knowledge, skill practice and less time
playing games. Not all primary teachers are enthusiastic about teaching PE and so need
to be convinced that time spend on PE will be interesting and worthwhile if they have
acquired subject knowledge and subject pedagogic knowledge which will definitely
appear to influence what and how knowledge will be used. Lack of subject knowledge
and subject pedagogic knowledge contributed to uncertainty about what they are doing
whereas teachers who demonstrate a good subject knowledge and subject pedagogic
knowledge are more likely to encourage a positive attitude to physical education and
physical activities in students.
For education students who are interested in becoming a teacher, this article would be
useful in conveying pedagogical content knowledge known as PCK. An in-depth

examination of secondary research should be undertaken with a focussed case study to

investigate whether current practices within primary education are best serving the
learning needs of children in schools. The quality of teaching and the subsequent
learning experience offered, has been a much discussed contention for some time.
Perhaps more so with the changes in education , specifically the recent curriculum
reviews, the KSSR ( Kurikulum Standard Sekolah Rendah). Therefore, it is highly
recommended that widespread changes in the whole primary teaching provision starting
from Initial Teacher Education ought to be considered.

References
Evans, L. (2007) Professionalism, Professionality and the Development of Education
Professionals. British Journal of Educational Studies, Vol 56 Issue 1. Pages 20 38. Published
[Online] 11 Dec 2007. www.education.leeds.ac.uk/research/uploads/68.doc

Morgan P., & Bourke, S. (2008) Non-specialist teachers confidence to teach PE: The nature and
influence of personal school experiences in PE. Physical Education and Sport Pedagogy. Vol. 13,
No.1, 1-29.
Ofstead, (2009) Physical Education in Schools 2005-2008.
Price, L. (2008) Answerback. Physical Education Matters. Vol 3(2), Page 63.
Sloan, S. (2010) The continuing development of primary sector physical education: Working
together to raise quality of provision. European Physical Education Review 16(3), Pages 267
281.