ABSTRACT
Jonnie Noakes goes on to point out that 'robust research evidence' shows that the 'quality of teaching is the most important factor in how children learn'. Studies also show that subject specialist knowledge is not universally strong among practising teachers, but can be improved by professional development. Being a subject specialist also means having a wide knowledge around curriculum topics, because a teacher who knows only the material directly relevant to a curriculum will teach an impoverished appreciation of the subject. Dedicated reading groups, co-development of challenging resources within departments, uploading provocative materials for thought onto subject websites; all access the powerful sources of internal specialisation in schools. Even regular, unassuming subject-focussed conversations at departmental meetings can be transformative. In short, anything that can make covert assumed knowledge more explicit and acknowledged is a key part of developing the necessary repertoire of a successful subject specialist.
