Using a ‘learner–practitioner lens’ to overcome barriers in subject-specific CPD

BETHANY HOWES, SUBJECT DEVELOPMENT LEAD (SCIENCE), TEACH FIRST, UK Introduction Research consistently shows that effective teaching depends not only on strong subject knowledge but also on the ability to represent and communicate that knowledge in ways that make it learnable for pupils – what Lee Shulman (1986) defines as pedagogical content knowledge (PCK). Consequently, developing teachers’ subject-specific pedagogy (SSP) should be a core focus of professional learning. Reviews of teacher development consistently demonstrate that subject-specific CPD (continuing professional development) has greater impact on both classroom practice and pupil attainment than generic approaches (Desimone, 2009; Cordingley et al., 2015, 2018). Robert Coe (2020) further argues that subject-specific CPD is one of the most cost-effective school improvement strategies, particularly when it is sustained, embedded in classroom practice and focused on the nuances of disciplinary teaching. Despite th