ABSTRACT
The multifaceted nature of teaching and complex interrelationships between variables that can influence the quality of teaching to promote pupil learning signal a need to recognise that ‘what teachers teach’ is as important as ‘how they teach’ (Shulman, 1987). Not only must teachers acquire a range of knowledge bases (see Chapter 5) and models for teaching but importantly, must explore ways in which they can transform this knowledge into meaningful learning experiences for all their pupils within specific subject areas and across wider aspects of the curriculum in relation to short-, mediumand long-term objectives.
