Flaws in specialist teacher training

Teacher shortages in core subjects are a global issue, with the sciences being particularly affected. In the UK and elsewhere, secondary science teachers typically train as generalists to teach all areas of the subject at 11–14 (and perhaps 14–16) regardless of their degree specialism. As such, there is much interest in the enhancement of initial teacher training to ensure that new teachers are equipped with an appropriate level of subject knowledge in tandem with a diverse pedagogical toolkit to support genuine student learning.

In this article, Vanessa Kind presents evidence of deficiencies in the chemistry subject knowledge of trainee science teachers.

David Read summarises and reviews the article and study.