The question of content – that is, knowledge in the curriculum – has all but disappeared from global policy and academic discourses concerning teaching and teachers. Invoking the work of Michael Young and his colleagues concerning ‘bringing knowledge back in’, Bildung-centred Didaktik, and Joseph J. Schwab’s curriculum thinking, this article attempts to bring content back into the conversation on teaching and teachers. The discussion yields an educational, curricular understanding of teaching and teachers by making three arguments. First, teaching (content) is an ‘intergenerational’ task vital for social reproduction and innovation. Second, teaching, by way of a meaningful encounter between content and students, contributes to their self-formation and the development of human powers and dispositions. Third, teaching is a practical, interpretive act that calls for curriculum thinking that is centred on the ‘what’ (content) and ‘why’ (purpose) of teaching.

中文翻译：

---

重新思考教学和教师：将内容带回对话中

内容问题——即课程中的知识——几乎从关于教学和教师的全球政策和学术话语中消失了。引用 Michael Young 和他的同事关于“带回知识”的工作、以学习为中心的 Didaktik 和 Joseph J. Schwab 的课程思维，本文试图将内容带回到关于教学和教师的对话中。通过提出三个论点，讨论产生了对教学和教师的教育、课程理解。首先，教学（内容）是一项对社会再生产和创新至关重要的“代际”任务。其次，教学，通过内容与学生之间有意义的相遇，有助于他们的自我形成和人的能力和性格的发展。三、教学是实践性的，