Isbn: 9780367491413 - Knowledge, Content, Curriculum and Didaktik: Beyond Social Realism (23 results)

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Taschenbuch. Condition: Neu. Knowledge, Content, Curriculum and Didaktik | Beyond Social Realism | Zongyi Deng | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2022 | Routledge | EAN 9780367491413 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu. …

Paperback. Condition: new. Paperback. Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses, among other issues: Educational aims and theories of knowledge School subjects and academic disciplines: differences and relationships School subjects and theories of content Understanding the content for teachingThe book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced and philosophically better grounded understanding of the role of knowledge and content in education and curriculum. Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on "bringing knowledge back in" (Young, 2007). This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

PAP. Condition: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condition: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses, among other issues:Educational aims and theories of knowledgeSchool subjects and academic disciplines: differences and relationshipsSchool subjects and theories of contentUnderstanding the content for teachingThe book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced and philosophically better grounded understanding of the role of knowledge and content in education and curriculum. 114 pp. Englisch.…

Paperback. Condition: new. Paperback. Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses, among other issues: Educational aims and theories of knowledge School subjects and academic disciplines: differences and relationships School subjects and theories of content Understanding the content for teachingThe book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced and philosophically better grounded understanding of the role of knowledge and content in education and curriculum. Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on "bringing knowledge back in" (Young, 2007). This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. …

Taschenbuch. Condition: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses, among other issues:Educational aims and theories of knowledgeSchool subjects and academic disciplines: differences and relationshipsSchool subjects and theories of contentUnderstanding the content for teachingThe book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced and philosophically better grounded understanding of the role of knowledge and content in education and curriculum.…

Kartoniert / Broschiert. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Zongyi Deng is Professor of Curriculum and Pedagogy at the UCL Institute of Education, University College London. He is also an executive editor of the Journal of Curriculum Studies (JCS) and has held faculty positions .…

Paperback. Condition: new. Paperback. Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on 'bringing knowledge back in' (Young, 2007). Knowledge, Content, Curriculum and Didaktik is distinctive in providing a comprehensive and multifaceted analysis of the role of knowledge, and in particular curriculum content, in relation to curriculum policy, curriculum planning and classroom teaching. It makes a case for linking knowledge and content to the development of human powers or capabilities needed for the 21st century and unpacks the challenges for curriculum policy, curriculum planning and classroom teaching. The book discusses, among other issues: Educational aims and theories of knowledge School subjects and academic disciplines: differences and relationships School subjects and theories of content Understanding the content for teachingThe book will be relevant for scholars, researchers, policy makers and curriculum developers who seek a more sophisticated, more balanced and philosophically better grounded understanding of the role of knowledge and content in education and curriculum. Bringing to bear a wealth of literature from curriculum theory, Didaktik, philosophy of education and teacher education, this book broadens and enriches the conversation initiated by Michael Young and his colleagues on "bringing knowledge back in" (Young, 2007). This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. …