Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education

<p>The teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.</p> <p>The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.</p> <p>Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.</p> <p>The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.</p>