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Drawing on the idea of powerful knowledge, this book interrogates
the epistemic quality of education in schools, in terms of what
students are expected to know, make sense of and be able to do
through the curriculum. In doing so the authors acknowledge the
significance of transformation processes through which specialized
knowledge, developed in subject disciplines, is reshaped and
re-presented in educational environments. Moving beyond the narrow
knowledge vs skills debate of the 20th century, the authors look at
how we might democratise and open up access to 'knowledge of the
powerful' for all through the school curriculum. Arising from the
work of the Knowledge and Quality across School Subjects and
Teacher Education network (KOSS), funded by the Swedish Research
Council (2019-22), this book draws on studies conducted in a range
of national contexts, including from Finland, France, Germany,
Norway, Sweden and the UK, and considers the implications for
curriculum innovation at policy, programmatic and classroom level.
Drawing together an international author team from Australia,
Finland, France, Germany, Norway, Sweden and the UK, this book
examines how we might democratize and open up access to
‘knowledge of the powerful’ for all. This book moves beyond the
narrow knowledge vs skills debate of the 20th century to
interrogate the epistemic quality of education in schools, and is a
valuable resource for reflecting on the design and implementation
of teacher education. Based on a range of national studies by the
Knowledge and Quality across School Subjects and Teacher Education
network (KOSS), funded by the Swedish Research Council (2019-22),
the chapters explore teachers’ powerful professional knowledge
and the implications this has for innovation in teacher education,
policy and practice in educational settings.
Drawing on the idea of powerful knowledge, this book interrogates
the epistemic quality of education in schools, in terms of what
students are expected to know, make sense of and be able to do
through the curriculum. In doing so the authors acknowledge the
significance of transformation processes through which specialized
knowledge, developed in subject disciplines, is reshaped and
re-presented in educational environments. Moving beyond the narrow
knowledge vs skills debate of the 20th century, the authors look at
how we might democratise and open up access to 'knowledge of the
powerful' for all through the school curriculum. Arising from the
work of the Knowledge and Quality across School Subjects and
Teacher Education network (KOSS), funded by the Swedish Research
Council (2019-22), this book draws on studies conducted in a range
of national contexts, including from Finland, France, Germany,
Norway, Sweden and the UK, and considers the implications for
curriculum innovation at policy, programmatic and classroom level.
Drawing together an international author team from Australia,
Finland, France, Germany, Norway, Sweden and the UK, this book
examines how we might democratize and open up access to 'knowledge
of the powerful' for all. This book moves beyond the narrow
knowledge vs skills debate of the 20th century to interrogate the
epistemic quality of education in schools, and is a valuable
resource for reflecting on the design and implementation of teacher
education. Based on a range of national studies by the Knowledge
and Quality across School Subjects and Teacher Education network
(KOSS), funded by the Swedish Research Council (2019-22), the
chapters explore teachers' powerful professional knowledge and the
implications this has for innovation in teacher education, policy
and practice in educational settings.
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