FROM THE TEACHER'S ANGLE
DOI:
https://doi.org/10.15687/rec.v19i2.78942Keywords:
teaching, teachers, curriculum, school, learnification, didacticsAbstract
In this article, I argue that, in order to understand what is special and distinctive about education, we should approach education from the perspective of the teacher. I demonstrate that this suggestion runs counter to a tendency in educational discourse to place the learner and learning at the centre of attention. I explain the problem, particularly because this tendency risks weakening the importance and uniqueness of what teachers do and overlooking the unique position that schools, colleges, and universities occupy as public institutions in contemporary societies. From the teacher’s perspective, I defend teaching and the school, which, as I discuss throughout this article, are fundamental for resisting the ongoing “learnification” of educational practice, policy, and research.
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