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Enacting powerful knowledge: overcoming the chasm of curriculum and teaching through Teacher professionalism
In this article, I examine how teachers can enact ‘powerful knowledge’ (PK)—a curriculum principle proposed by Michael Young—by linking it with the scholarship of teacher professionalism (TP). Desp...
期刊介绍：
Journal of Curriculum Studies publishes conceptually rich contributions to all areas of curriculum studies, including those derived from empirical, philosophical, sociological, or policy-related investigations. The journal welcomes innovative papers that analyse the ways in which the social and institutional conditions of education and schooling contribute to shaping curriculum, including political, social and cultural studies; education policy; school reform and leadership; teaching; teacher education; curriculum development; and assessment and accountability. Journal of Curriculum Studies does not subscribe to any particular methodology or theory. As the prime international source for curriculum research, the journal publishes papers accessible to all the national, cultural, and discipline-defined communities that form the readership.
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