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      Rethinking teaching and teachers: Bringing content back into conversation

      London Review of Education

      IOE Press

      TEACHING, TEACHERS, CONTENT, CURRICULUM THEORY, DIDAKTIK

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          Abstract

          The question of content – that is, knowledge in the curriculum – has all but disappeared from global policy and academic discourses concerning teaching and teachers. Invoking the work of Michael Young and his colleagues concerning 'bringing knowledge back in', Bildung-centred Didaktik , and Joseph J. Schwab's curriculum thinking, this article attempts to bring content back into the conversation on teaching and teachers. The discussion yields an educational, curricular understanding of teaching and teachers by making three arguments. First, teaching (content) is an 'intergenerational' task vital for social reproduction and innovation. Second, teaching, by way of a meaningful encounter between content and students, contributes to their self-formation and the development of human powers and dispositions. Third, teaching is a practical, interpretive act that calls for curriculum thinking that is centred on the 'what' (content) and 'why' (purpose) of teaching.

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          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          15 November 2018
          : 16
          : 3
          : 371-383
          Article
          1474-8460(20181115)16:3L.371;1- s2.phd /ioep/clre/2018/00000016/00000003/art00002
          10.18546/LRE.16.3.02
          Product
          Categories
          ARTICLES: KNOWLEDGE AND SUBJECT-SPECIALIST TEACHING

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          London Review of Education
          Volume 16, Issue 3

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