ABSTRACT
This chapter considers teacher educator and trainee identification with subject knowledge from the point of view of how the teacher educator's delivery has been reconfigured to meet the specific demands placed on trainees. It also considers some discussion between tutors on the way in which students might approach subject knowledge in secondary English. The data are analysed from point of view of how the composition of the teacher educator's professional duties have changed the job descriptions being restructured. One university teacher educator's interview included a discussion of how curriculum subjects like sociology, psychology, politics and law all get condensed under the label of "social sciences". One School Direct programme coordinator interviewed claimed a relatively slight contribution to the trainee's acquisition of pedagogical subject knowledge. University-based teacher educators seem increasingly aware that schools are taking increasing responsibility for subject knowledge preparation, but there seems to be limited knowledge of how they are doing this or attempts to jointly co-ordinate these efforts.
