Recontextualizing and Translating Twenty-First Century Competencies into Curriculum

Deng, Zongyi

doi:10.1007/978-981-16-2327-1_155-1

Cited by 2 publications

(2 citation statements)

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“…To ask such questions is an attempt to reinvent content-based curriculum development in a way that responds to the challenge of developing the so-called twenty-first-century competences (Deng, 2021(Deng, , 2022a(Deng, , 2022b. These questions call for research concerning the development of institutional curriculum frameworks and guidelines that contribute to practice towards the two central educational goals-a task that is highly significant in view of the current promotion of a knowledge-rich curriculum by the government (see Deng, 2022a).…”

Section: Three Lines Of Rese Arch That Are Significant and Mat Ter To...mentioning

confidence: 99%

“…The cultivation can be extended to include many of the so‐called twenty‐first‐century competences—communication, problem solving, critical and innovative thinking, creativity—which can be developed in and through powerful disciplinary knowledge (Deng, 2020). In this way, the concept of Buildung can address a challenge created by global educational reform movements—the development of the twenty‐first‐century competences (Deng, 2022b). The central task of a teacher is then to bring about possibilities for students to develop human powers broadly construed, using knowledge as an indispensable resource or tool.…”

Section: Three Lines Of Research That Are Significant and Matter To P...mentioning

confidence: 99%

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Practice, pedagogy and education as a discipline: Getting beyond close‐to‐practice research

Deng

2023

British Educational Res J

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The British Educational Research Association (BERA) has promulgated a concept of close‐to‐practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental Pädagogik and Didaktik and Anglo‐American sources, this paper advances an alternative, different way of thinking about close‐to‐practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and Didaktik way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England.

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Section: Three Lines Of Rese Arch That Are Significant and Mat Ter To...mentioning

confidence: 99%

Section: Three Lines Of Research That Are Significant and Matter To P...mentioning

confidence: 99%

Practice, pedagogy and education as a discipline: Getting beyond close‐to‐practice research

Deng

2023

British Educational Res J

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Knowledge Building Model for Educational and Pedagogical Innovation and Cultural-Contextual Influences

Chan

Tan

2023

International Handbook on Education Development in Asia-Pacific

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Recontextualizing and Translating Twenty-First Century Competencies into Curriculum

Cited by 2 publications

References 35 publications

Practice, pedagogy and education as a discipline: Getting beyond close‐to‐practice research

Practice, pedagogy and education as a discipline: Getting beyond close‐to‐practice research

Knowledge Building Model for Educational and Pedagogical Innovation and Cultural-Contextual Influences

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