1. Blurring boundaries: creating critical balances between pedagogic and content knowledge in ITE Claire Whewell & Allen Thurston

2. Introduction Low confidence > poor pedagogy (Harlen & Holyroyd, 1997; Parker 2004) Poor subject content knowledge Negative attitude (Parker & Spink, 1997; Touson, 2000)

3. Effective strategies Awareness outcomes Affective outcomes Motivational and attitudinal outcomes Knowledge and skills outcomes (Thurston, 2008)

4. Design Maximise impact –Content (Parker, 2004) –Pedagogic Content Knowledge (Shulman, 1987)

5. Shulman’s (1999) model Content knowledge (C) General pedagogic knowledge (GPK) Curriculum knowledge (CK) Pedagogical content knowledge (PCK) Knowledge of learners (KL) Knowledge of educational contexts (KE) Knowledge of educational ends (KPhil)

6. Aims of session What the programme looks like? Experiences to date Hopes for the future Subject/ sector boundaries What’s in a name? Blurring the boundaries between Environmental Science, Education and Geography

7. What is a concurrent programme? Degree plus teaching qualification – long thin PGDE Primary or secondary Unique for primary –Specialism –Transfer

8. What are the nature of your programmes? Think-what sort of programme is yours? Pair-talk about your programme with your partner Share-who’s doing what?

9. Stirling design UK average of 27.76 hours on geography/environment (Bowles, 2008) Stirling 288 hours Average in this room?

10. Stirling design

11. Experiences to date Geography secondary ITE 8 years Environmental Geography –aspects of human geography covered such as Scottish Society, Politics and Sociology. Primary programme autumn 2008 –MFL –The Environment-Biology and Environmental Science / Geography

12. What’s in a name ‘Science’ rejected in favour of ‘The Environment’ Avoids the balkanisation that can occur between academic subject departments Connections between ‘science’ and the planet and human/physical interactions. Reflect philosophy behind current policy drive in Scotland – Curriculum for Excellence

13. Through outcomes in the curriculum areas of: Sciences Languages Mathematics Expressive arts Social studies Technologies Health and well-being Religious and moral education All teachers are teachers of literacy, numeracy and HWB

14. Views of students Confidence –Gives us the confidence and tools with which to facilitate effective learning and teaching. Links: –In order to teach about the environment we have to have a safe and effective classroom environment and community in place. –In order to facilitate effective learning about the environment we must have confidence in what we are teaching and sound subject knowledge. It’s only when you have this knowledge basis that you can experiment with different teaching strategies and have confidence in doing so. You need to have a passion for the subject and want to enthuse this in learners.

15. Hopes Links across sectors Links across subjects

16. References Bowles, R. (2008). Personal communication Learning & Teaching Scotland (2009). Curriculum for Excellence. Retrieved from: http://www.ltscotland.org.uk/curriculumforexcellence/ (25 th January 2009).http://www.ltscotland.org.uk/curriculumforexcellence/ Harlen, W., & Holroyd, C. (1997). Primary teachers’ understanding of concepts in science: impact on confidence and teaching. International Journal of Science Education, 19, 93-105. Parker, J. (2004). The synthesis of subject and pedagogy for effective learning and teaching in primary science education. British Educational Research Journal, 30, 819-839. Parker, J. & Spink, E. (1997). Becoming science teachers: an evaluation of the initial stages of primary teacher training, Assessment and Evaluation in Higher Education, 22(1), pp.17-31. Shulman, L.S. (1987). Knowledge and teaching: Foundations on the new reform, Harvard Education Review, 57(1), pp. 1-22. Shulman, L.S. (1999). Knowledge and teaching: Foundations of the new reform. In J. Leach & B. Moon (1999). Learners & Pedagogy. Sage: London. Pp 61-77. Thurston, A., Christie, D., Howe, C.J., Tolmie, A. & Topping, K.J. (2008). Effects of continuing professional development on group work practices in Scottish primary schools. Journal of In-Service Education, 34(3), 263 - 282. Touson, T. (2000). The beliefs of preservice elementary teachers towards science and science teaching, School Science and Mathematics, 100, pp. 374-379.