What does an expert teacher need to know?

Clio et cetera

In my last post I suggested that teaching needs to be understood as being derivative of a particular subject specialism. I argued that ‘teaching’ – like ‘research’ or ‘writing’ – means something only in the context of what is being taught. I take the arguments some have put forward that there might be some gains to be made from cross-subject collaboration, but I’ve argued in this blog for some time now that the lion’s share of training and professional development need to be subject-specific.

At times, however, I recognise that I might well be misunderstood. My argument has always been that subject specificity ought to be at the heart of training and development, but this is sometimes misinterpreted by others to mean that the only thing I think that matters is subject knowledge, such as my knowledge of particular historical periods. I want to use this post to make…

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