Influence of teachers' perceptions of subject knowledge on pedagogical approaches

Pedagogical content knowledge is a special type of knowledge that only teachers have and is the process where a teacher transforms specialist knowledge of their subject discipline into content suitable for effective pedagogical dissemination. But what happens if the teacher has insufficient subject knowledge to transform? And consequently, they are unable to make knowledge accessible to the learner?

Developed from my research, this chapter debates the effect teachers’ perceptions of their subject knowledge have on the pedagogical approaches they use in their classrooms. This is of particular importance to design and technology because of the challenges facing the subject, such as curriculum marginalisation, difficulties in the recruitment and retention of specialist teachers, which, when coupled with limited opportunities for continued professional development, is leading to more teachers of design and technology being required to deliver lessons beyond their immediate areas of expertise.

This chapter discusses the potential consequences on teacher efficacy, and within the context of the longer term for implications for design and technology education, explores the practical impact on practice in relation to the breadth and quality of the curriculum delivered, and ultimately debates the impact on pupil and student engagement, progress, and attainment.