Abstract
This chapter interrogates debates about Subject Matter knowledge (SMK) in teacher education. It begins by providing a brief description of the search methods used before examining the origins of SMK in teacher education. The nature and format of SMK in teacher education is then interrogated followed by an account of SMK preparation internationally. This is followed by an analysis of the location of SMK preparation and a review of studies focusing on pre service teachers’ learning of SMK. The chapter closes by providing perspectives on the form and manner in which SMK might be offered in the initial teacher education curriculum. Overall the chapter attempts to capture current views about SMK and stimulate a discourse about a reasoned pedagogical direction and shape of SMK in teacher education.
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