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Article

English

ID: <

oai:doaj.org/article:2bc7e78ec24a45ef81f69ac4fe570952

>

Where these data come from
Towards better integration of teachers’ disciplinary and curriculum knowledge or paradigm

Abstract

EET article is essentially intended to be a synthetic work in the form of a litterature review on disciplinary and curriculum knowledge in education. More specifically, it aims to identify the main findings that emerge from the reading of empirical research on the disciplinary and curriculum knowledge of primary and secondary school teachers. It therefore proposes a classification of the different dimensions that make up the relationship between disciplinary and curriculum knowledge and teaching practice. The results revealed make it possible, on the one hand, to identify the factors which lead to differences in teachers’ disciplinary and curriculum knowledge and, on the other hand, to gain a better understanding of how the teacher 's knowledge can in turn influence his or her practice.

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