The demise of subject-specific teacher education in England

This paper addresses the demise of subject-specific teacher education in England in recent years. In doing so it considers the national policy context and historical developments of education in the country from the late 19th century onwards. It begins by addressing the question “Why no pedagogy in England?” that was first raised by Brian Simon in his paper published over forty years ago. In turn it addresses the response to Simon by David Hamilton his paper concerning the question “Why no didactics in England?”. It then addresses the development, marginalisation and subsequent demise subject-specific teacher education in England. By focussing on more recent policy changes, the paper highlights the way in which subject-specific teacher education reflects a ‘blind spot’ on the part of policy makers in England, especially since 2010. It also highlights the competing conceptions of both quality and professionalism and focusses on an associated clash of values about the nature of higher education and its role in the professional education of teachers. Finally, it considers the implications for the development of teachers’ “powerful professional knowledge” and concludes with recommendations on the need to develop Subject-Specific Educational Content Knowledge through teacher education programmes.