Deng, Z;
(2018)
Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge.
Teaching and Teacher Education
, 72
pp. 155-164.
10.1016/j.tate.2017.11.021.
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Abstract
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.
| Type: | Article |
|---|---|
| Title: | Pedagogical content knowledge reconceived: Bringing curriculum thinking into the conversation on teachers' content knowledge |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.tate.2017.11.021 |
| Publisher version: | https://doi.org/10.1016/j.tate.2017.11.021 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Pedagogical content knowledge, Content or subject matter, Curriculum thinking, Didaktik, Bildung |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10089824 |
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