Brant, Jjacek Wiktor; (2006) Developing subject knowledge and creativity in business and economics teachers. Doctoral thesis , Institute of Education, University of London.

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Abstract

This thesis is rooted in my professional work as a business and economics teacher-educator. It aims to explore what constitutes good teaching in business and economics education. Two research themes run through the thesis: the importance of creativity in teaching-and-learning and the importance of teachers' subject knowledge. My central argument is that strong subject knowledge combined with a creative approach is the key requisite to good business and economics teaching. There are three substantive theory chapters. Chapter 3 critically examines the notion of creativity and its relevance to secondary school teaching. While there is a creative arts agenda, I argue that creativity is under-conceptualised in the business education classroom. Chapter 4 examines the importance of subject knowledge and its relationship to pedagogical knowledge. Issues of teachers' tacit knowledge and teachers' expertise in transforming content knowledge into a form that is accessible to pupils are explored. Chapter 5 takes a critical look at the business and economics curriculum and offers an explanation of why the current curriculum provision is as it is; historical perspectives and political pressures are examined as part of the explanation. The thesis includes two substantial research chapters. Chapter 6 examines the teaching of Taxation and reports on a funded research project undertaken on behalf of the Inland Revenue, HM Customs & Excise and HM Treasury. The research methods included an extensive quantitative survey which yielded 200 responses and qualitative approaches which included seven focus group sessions. A tension between easy-to-use resources and the need to develop students' critical thinking is uncovered. Chapter 7 looks at the use of business and economics fieldwork in Krakow, Poland as part of a PGCE course in business and economics education. There is an examination of how beginning teachers' subject knowledge may be developed and how creative approaches can be encouraged.

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