Secondary schools' expectations of their science teachers' subject matter knowledge are described. It is argued that, owing to other pressures, there is a danger that subject matter knowledge in science could be being squeezed out of postgraduate teacher education programmes. Strategies of peer group review and concept mapping are considered, which higher education institutions might employ in partnership with schools in order to re-establish the fundamental role that subject matter knowledge has in science teaching and to raise its status within initial teacher education.
|Number of pages||7|
|Journal||School Science Review|
|Publication status||Published - 1997|