ABSTRACT
Content – knowledge selected into the curriculum – is an indispensable element in talking and thinking about classroom teaching. In common language, the term ‘teaching’ means the imparting of content or knowledge. The omission of content is also evident in the current popular discourse on teaching and teachers within the academic education community – promoted by a new ‘language of learning’ – a discourse also widely adopted by education policymakers in different parts of the world. This chapter attempts to reintroduce content into the conversation on teaching and teachers through revisiting the recent work of Michael Young and his colleagues concerning ‘bringing knowledge back in’ as well as Bildung-centred Didaktik and Joseph J. Schwab’s curriculum thinking. Bildung-centred Didaktik provides a theory of teaching and learning pertaining to implementing the state curriculum in the classroom.
