期刊
TEACHING AND TEACHER EDUCATION
卷 72, 期 -, 页码 155-164出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2017.11.021
关键词
Pedagogical content knowledge; Content or subject matter; Curriculum thinking; Didaktik; Bildung
This article contributes to a reconceptualization of pedagogical content knowledge through exploring what is entailed in teachers' understanding of content within the framework of the institutional curriculum, with a central concern for the development of human powers (capacities or abilities, ways of thinking, understanding worlds). The contribution is made by way of a curriculum making framework and through examining the capabilities approach and Bildung-centered Didaktik. The central thesis is that a teacher necessarily interprets the content contained in the institutional curriculum, identifying its elementary elements and ascertaining its educational potential. The interpretation calls for curriculum thinking informed by a theory of content. (C) 2017 Elsevier Ltd. All rights reserved.
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