Abstract:
This paper presents the results of the development of baseline measures of teacher knowledge with a cohort of teacher education students enrolled in a one-year, intensive elementary teacher education programme. The reported study aimed to investigate how aspects of teacher knowledge developed in teacher education students by measuring their knowledge at entry and at key points in their programme. A set of activities were developed that were embedded in the programme. These activities aimed to assess student teachers' subject matter knowledge, their general pedagogical knowledge and their pedagogical content knowledge. Analysis of the results from the student teachers will lead to a refined set of activities and insight into the nature and construction of teacher knowledge through inital teacher education.