A critical knowledge-led approach to curriculum research and teacher education across school subjects
Bibliographic Data
| ID | 21345489 |
|---|---|
| Authors | Brian Hudson (0000-0001-5457-6513, University of Sussex, corresponding author), Christina Olin‐Scheller (0000-0002-2872-4102, Karlstad University), Anke Wegner (0000-0001-9091-5156, Universität Trier) |
| Year | 2025 |
| Volume | 57 |
| Issue | 5 |
| Pages | 507-526 |
| Publication date | 2025-09-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Studies (JOURNAL) |
| Journal identifiers | ISSN: 0022-0272 • E-ISSN: 1366-5839 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220272.2025.2575653 |
| OpenAlex | W4415805051 |
| Language | EN |
| References cited | 39 |
This paper introduces and provides an overview of the special issue of this journal on Transnational and Interdisciplinary Perspectives on Subject Didactics. It describes a perspective on Subject Didactics that draws on insights from both the long tradition of General Didactics and from more contemporary subject-specific practices. In doing so it presents the crucial bridging position of subject didactics between academic disciplines and educational sciences. An outline of the theoretical framework to curriculum research and teacher education is provided. Furthermore, the guiding research questions and overall approach are presented including a focus on the development of teachers’ powerful professional knowledge. It addresses the questions of why describe this approach as critical and what is meant by a knowledge-led approach. The approach to data collection, analysis and interpretation is outlined and the implications for curriculum planning and professional development are considered. A summary of discussions related to the focus of this special issue at the conference that gave rise to it follows. Finally, an overview of contributions to this special issue is provided. In conclusion these are reflected on in relation to the guiding research questions and the vital importance of Subject-Specific Educational Content Knowledge (SSECK) for teacher education is highlighted
Bridging (networking) · Curriculum · Curriculum development · Curriculum theory · Educational research · Perspective (graphical) · Professional development · Subject (documents) · Teacher education · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms · Mathematics Education and Teaching Techniques
Knowledge, power and powerful knowledge re‐visited
I.—Knowing How and Knowing that
Trajectories of powerful knowledge and epistemic quality
Powerful knowns and powerful knowings
Rethinking the foundations
The palimpsests of knowledge
Powerful knowledge, school subjects and the curriculum
Powerful knowledge, educational potential and knowledge-rich curriculum
Powerful educational knowledge through Subject Didactics and General Subject Didactics. Recent developments in German-speaking countries
A structural and functional differentiation of knowledge for the history curriculum
On the attempted arrest of a generative concept
Restrained Teaching
Three Educational Scenarios for the Future
Overcoming the crisis in curriculum theory
Curriculum Design and Epistemic Ascent
Powerful knowledge, transformations and Didaktik /curriculum thinking
Knowledge‐rich teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |