ABSTRACT
Trends in education place demands on teachers to navigate their way through a maze of advice, strategies and official guidance and expectations. In order to respond to this complex context, Morgan and Lambert (2005) advocate the ‘scholarship of teaching’. This is an attractive but elusive term. This chapter explores what ‘scholarly teaching’ means in schools, and in particular how it relates to subject knowledge. Subject knowledge is often closely associated with teachers’ identity in secondary schools, but paradoxically is not always at the heart of teachers’ CPD (continuing professional development) or thinking. The focus of this chapter is to illustrate the importance of subject knowledge in scholarly teaching and demonstrate how engagement with subject expertise can influence practice. The aims of this chapter are:
• to explore one interpretation of scholarly teaching. • to understand what role subject expertise plays in the development of
scholarly teaching. • to consider how teachers can use their geographical expertise in their
planning and teaching.
