Does good subject knowledge make you a good teacher?

Recently, I’ve been pondering the question: is subject knowledge really important in the classroom – or is pedagogy of more value?Like many others, I have always believed that to be a great secondary teacher you need to be a specialist in your subject. Lately, though, I have observed some amazing teaching from non-specialists and that has made me question my previously deep-rooted beliefs.Where does this faith in subject knowledge come from in the first place? It makes sense that most people outside of the profession assume teachers have a degree (or equivalent) in the area that they are teaching; I think that if you talk to parents this is an assumed prerequisite. Of course, if you delve a bit deeper, you will find that not all teachers come from thoroughbred subject stock. But does that mean they aren’t specialists?Most subjects require a certain level of knowledge to teach them, but the more you think about it, the more you realise that it’s difficult to measure exactly how much subject knowledge you need to be competent in the classroom – and that there are other things that teachers need, perhaps even more.For me, knowing how learning takes place is what truly makes a good teacher. The ability to respond and adapt to learners, to help them achieve outcomes is key to success in the classroom. Does a good knowledge of your subject make this easier? Yes, of course it does. Do you need complete subject knowledge in order to do this? No.