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The Curriculum Journal
Référence : Vol. 34, n°3, septembre 2023
- Teachers as curriculum designers: What knowledge is needed?, Sílvia de Almeida, Joana Viana
- Digital learning experiences and spaces: Learning from the past to design better pedagogical and curricular futures, Ashley Bough, Gabriela Martinez Sainz
- Towards preparing teachers for guiding inter-affective learning experiences in a higher vocational education curriculum, Pamela den Heijer, Ton Zondervan, Carlos van Kan, Joke Voogt
- Including visual representations within senior high school biology assessment: Considerations of grammatical complexity, Lisl Fenwick, Len Unsworth
- Exploring undergraduate thesis manuscript assessment feedback, Oduor Olande, Torsten Lindström
- Recontextualization of knowledge in the new Norwegian curriculum: Epistemic and non-epistemic design in learning objectives for social studies, Erik Bratland, Mohamed El Ghami
- Powerful disciplinary boundary crossing: Bernsteinian explorations of the problem of knowledge in interdisciplinarity, Xuelong Hu
- Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England, Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John-Paul Riordan, Lynn Revell
- ‘Different people, different backgrounds, different identities’: Filling the vacuum created by policy views of ‘cultural capital’, Gareth Bates, Steve Connolly
- A critical analysis of Indonesia's 2013 national curriculum: Tensions between global and local concerns, Lalu Mohmmad Abid Zainul Puad, Karen Ashton
Informations complémentaires :
https://bera-journals.onlinelibrary.wiley.com/.../3
mot(s) clé(s) : curriculum et programmes d'enseignement, recherche en éducation
