<>>> �*� ,R endobj <>>> We have discussed the arrival of the knowledge worker in the late twentieth and early twenty-first centuries, the interdisciplinary nature of knowledge management, and the arrival of PKM inclusive of the web environment. <>stream endobj 18 0 obj endstream 26 0 obj 36 0 obj <>stream x�S�*� 4 0 obj endstream x�+� <>stream endstream <>>> <>stream <>stream /�aD��# �����b�B�`z���DT%>�^��4_`��4���2,5�&;? 20 0 obj %���� endstream endobj endobj This paper will enable student-teachers to reflect on the nature and role of disciplinary knowledge in the school curriculum, the paradigm shifts in the nature of disciplines, with some discussion on the history of the teaching of subject areas in schools (Montuschi, 2003; Porter, Porter, & … endobj x�+� endobj A DISCIPLINE-CENTERED CURRICULAR APPROACH SHOULD BE CENTERED IN STRUCTURE, WHICH IS NOT INCOMPATIBLE WITH SUBJECTS, PROBLEMS, OR INTERESTS AS BASES FOR ORGANIZATION OF THE CONTENT FOR LEARNING. endstream endstream <>stream 16 0 obj endobj endstream endobj � �R endobj endobj endobj endobj 21 0 obj As a geography teacher I know that I need to be prepared to engage with how disciplinary practices work and ensure I teach with attentiveness to the nature of geographical knowledge, so that my students can fully appreciate that geographical knowledge is not something given, but is a product of scholarly research and critique. �*� ,R THUS PRACTICAL RULES OF CONDUCT AND ORGANIZED BODIES OF KNOWLEDGE BECOME VIABLE MEANINGS WITH RESPECT TO A DISCIPLINE-CENTERED CURRICULAR APPROACH. endobj x�+� <>>> endstream in its most general sense discipline means instruction, which is a relational term requiring two things for its exemplification-- teaching and learning. endobj � �R <>stream <>>> endstream endobj x�S�*� endobj 37 0 obj 38 0 obj �*� ,R 25 0 obj endobj � �R ]���R{�=�?n�>stream endstream x�+� �|Y�I����c?dp����"��ʊ��3��wq�/^C��HF;;�㪎�a��B����k� 6�S�h��.B����Mx�c�SM����M~�rj-_��4���0�8��Z�N���HQ� %,�B .�/��*���3z��o����C�4m��Nq1�)b��=���ŷ�D�]Ee. <>>> �*� ,R endobj endobj x�+� 27 0 obj endobj 5 0 obj x�+� endstream The author has discussed the background to her research into knowledge creation. endobj nature of disciplinary knowledge Sherran Clarence* and Sioux McKenna Rhodes University, South Africa Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, <>stream �*� ,R 47 0 obj <>stream Changing perspectives. endobj 35 0 obj <>>> x�S�*� endstream endobj <>stream Interdisciplinary research can succeed or not. x�S�*� INSTRUCTION INVOLVES BRINGING ABOUT BEHAVIORAL CHANGE THROUGH REGULATED BEHAVIOR, THEREFORE DISCIPLINE ALSO MEANS REGULATION. endobj 11 0 obj endstream 28 0 obj endstream endstream 43 0 obj x�+� <>stream (ES). endstream x�+� 13 0 obj endobj � �R <>stream x�+� endobj Mark Enser May 2018 Open Access Teachers as learners. 40 0 obj H��V�n�6�c��#U�4I�"����m���} �B+)�[2d)��|�!%_b��sA�H�83gf�j��e�����e��!����Sop5�2A�7 ����(���?O)�[�ah�۞q����# <>stream Reasons for success and fail- ure are manifold. In contrast, studies of interdisciplinarity raise to self-consciousness questions about how interdisciplinarity works, the nature and history of disciplinarity, and the future of knowledge in post-industrial society. �*� ,R THE NATURE OF A DISCIPLINE-CENTERED CURRICULAR APPROACH. endobj <>>> <>>> endobj <>>> imparted to discipline in the sense being developed here. x�S�*� <>>> endstream When I began teaching, back in 2003, I was frequently told that I was a teacher first and subject specialist second. 46 0 obj <>stream endstream <>>> I argue that one of the explanations for success is a thorough understanding of the nature of disciplinary boundaries. x��̻ �@E�|�x�泟� x�S�*� �*� ,R <>>> 7 0 obj <>stream 3 0 obj x�S�*� 6 0 obj � �R 45 0 obj 24 0 obj x�+� 30 0 obj %PDF-1.4 endstream <>stream x�u��1sU�*��ϖ��6 �}�Y$��v�;+K8�I��z!�/m���A#�N�_Q�a}�_�ĘE��Ʌ�,p�%vN.���̧'����:E���$� ���]�O�|�muO�&�,�����\��8����z��N� endstream <>>> � �R endobj These boundaries are the rivers �*� ,R 23 0 obj <>stream x�S�*�2P0P0Tr�2�3W(�216S051�3V��213��s���Z+�����C� u�\ ��� 17 0 obj endobj endobj endobj 39 0 obj <>stream 41 0 obj endobj endobj 10 0 obj Developing academic literacies through understanding the nature of disciplinary knowledge. �*� ,R x�+� <>stream instruction involves bringing about behavioral change through regulated behavior, therefore discipline also means regulation. 32 0 obj DISCIPLINE AS A RULE OF PRACTICAL CONDUCT AND AS AN ORGANIZED BODY OF KNOWLEDGE DOES RELATE TO THE CONTENT OF INSTRUCTION AND DOES NOT ENTAIL AN ERRONEOUS INTERPRETIVE CONTEXT OF HUMAN BEHAVIOR. <>>> <>stream � �R <>>> endobj endstream endobj Knowing your subject: The role of disciplinary knowledge in effective teaching. 14 0 obj � �R <>stream <>stream IN ITS MOST GENERAL SENSE DISCIPLINE MEANS INSTRUCTION, WHICH IS A RELATIONAL TERM REQUIRING TWO THINGS FOR ITS EXEMPLIFICATION-- TEACHING AND LEARNING. endstream �*� ,R endobj 19 0 obj �*� ,R In other words, this lay definition is also not the preoccupation of disciplinarity in regard to research, science, and the pursuit of knowledge. 34 0 obj endobj � �R endobj x�S�*� It follows that we can expect disciplinary to be “of or pertaining to the character of discipline.” <>>> <>stream 8 0 obj 29 0 obj �*� ,R <>>> 31 0 obj 22 0 obj endobj 15 0 obj x�+� 1 0 obj 33 0 obj x�S�*� endobj endobj <>stream endstream 44 0 obj <>/ExtGState<>/ProcSet [/PDF /Text /ImageB /ImageC /ImageI]/Font<>>>/CropBox[42 55 489 720]/ArtBox[20.35 21.1675 513.634 723.65]/MediaBox[0.0 0.0 535.2 744.0]/Rotate 0>>

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