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Journal of Curriculum Studies
Référence : Vol. 56, n°3, avril 2024
- Knowledge without disciplines: a critique of social realism’s disciplinary fixation, Keith C. Barton
- Subject didactic knowledge (SDK). A heuristic model based on a theory of functional and personal facets of subject-matter education (SME) and its empirical implications, Horst Bayrhuber & Volker Frederking
- Teacher modelling as a way to foster Bildung in vocational education: a multi-method curriculum study, Margot Joris & W. Sanderse
- Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through teacher professionalism, Jina Ro
- The purposes of historical canons in multicultural history education, Wouter Smets
- The doing of Danish Upper Secondary School in 1968. Student papers as cases of negotiation surrounding the curriculum, Anders Ljungdalh & Ane Qvortrup
- The power of exemplarity in religious education, David Lewin & Morten Timmermann Korsgaard
- From apology to truth? Settler colonial injustice and curricular reform in Australia since 2008, Mati Keynes
- IB-PYP curriculum and teachers’ roles within IB-PYP, Erdem Aksoy & Derya Bozdoğan
Informations complémentaires :
https://www.tandfonline.com/.../current?gclid=Cj0KCQiAsqOMBhDFARIsAFBTN3fB-LBRBxjG7CtMdf_tNPzATmQPwhCTbub2ppu-teJ4-HMKGVZ0ascaAuhXEALw_wcB
mot(s) clé(s) : curriculum et programmes d'enseignement, recherche en éducation
