Abstract
ABSTRACT It is a cause for concern that there are few opportunities for teachers to take part in professional development addressing their own personal subject knowledge. Much recent in‐service provision has been to enable teachers to ‘deliver’ the National Curriculum. Expertise in subject knowledge is recognised as an important competence although not the sole determinant for successful teaching as some right‐wing commentators believe. Teachers respond positively to courses which contain a substantial input relating to subject knowledge and readily explore the relationship of such newly acquired knowledge to their teaching. If the quality of professional performance is not to suffer in the long term, teachers need the opportunity to attend to the ‘moral’ as well as ‘instrumental’ aspects of their professional development.
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