ABSTRACT
This chapter examines link between the importance of a beginning teacher’s subject knowledge and the learning outcomes of their pupils, how subject knowledge might be improved to solve the problems of teachers constructing erroneous concepts, the learning progression approach, and the interplay between beginning science teacher’s pedagogical content knowledge (PCK) and their subject knowledge. PCK describes the ability to transform knowledge for the benefit of pupils’ learning; it follows that having good subject knowledge is essential for developing beginning teachers’ PCK. A common way to examine a beginning teacher’s science subject knowledge, based on the units of work recommended by the science curriculum, is by asking them to carry out a self-audit, which can identify gaps in their knowledge. In addition to monitoring a beginning science teacher’s subject knowledge audit and subject knowledge action plan, to improve their science subject knowledge gradually, mentors can recommend content-based materials to a beginning teacher, such as textbooks, revision guides, and internet resources.
