ABSTRACT

We set out to address the question—what does it mean for educational knowledge to be ‘powerful’? We compare the Anglo tradition of curriculum studies with the Didaktik tradition through the lens of an analysis of curriculum structure in postgraduate courses in South African universities rooted in either the Anglo or Didaktik tradition. This analysis of curriculum structure affords a view of each tradition that we argue is ‘powerful’, but in different ways. While Didaktik provides a humanities-based curriculum coherence in teacher education, curriculum studies offers social scientific possibilities for empirical inquiry. We make the argument that a strategic entente cordiale, or pedagogic compact, would strengthen the professional position of teachers and education academics in the respective countries. This is particularly so in the context of threats posed by instrumental trends driven by educational sciences underpinning TIMSS, Pisa and the like.

摘要

我们着手解决这个问题-教育知识“强大”意味着什么？通过对源自盎格鲁或迪达克蒂克传统的南非大学研究生课程的课程结构进行分析，我们将盎格鲁的课程研究传统与迪达克蒂克传统进行了比较。对课程结构的这种分析提供了我们认为“强大”的每个传统的看法，但是以不同的方式。而迪达克提克在教师教育中提供了基于人文学科的课程连贯性，课程研究为实证探究提供了社会科学可能性。我们认为，战略性协约或教学契约将加强各自国家教师和教育学者的专业地位。在以TIMSS，Pisa等为基础的教育科学推动的工具趋势构成威胁的情况下尤其如此。