This article addresses the complex issue of lecturers’ subject knowledge
and teaching. It explores the subject knowledge models of Banks, Leach and Moon
(expressed in their chapter ‘New understandings of teachers’
pedagogic knowledge’, in J. Leach and B. Moon’s edited work
Learners and Pedagogy, 1999) and of Grossman, Wilson and Shulman (see
their ‘Teachers of substance: Subject matter knowledge for
teaching’, in Knowledge Base for the Beginning Teacher edited by
M.C. Reynolds, 1989). The article then delineates how these can be used in the
development of robust teaching models of the subject. It also suggests how these
models can be used to develop a scholarly view of teaching and how this may impact
on student transition and development. The article emerges from a study of teaching
and learning in English Literature departments within the UK higher education
sector, but it draws conclusions and offers recommendations applicable to teaching
across the Arts and Humanities in and beyond the UK context.
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