This conceptual paper puts forward the construct termed "teacher curriculum competence," which is an amalgamation of theoretical or formal and personal practical teacher knowledge and orientations in relation to curriculum. We situate the competence in institutional, political, and philosophical contexts. Drawing on research related to…

This paper addresses the question of what role the historical discipline might play in informing the selection of substantive knowledge for school history curricula. In the process, it seeks to clarify the usefulness and limitations of Young's social realist theory of powerful knowledge in the case of school history. The paper proposes that…

Reviews the topics of knowledge, understanding, and cognitive skills. Discusses current interpretations of the competence concept (the effective application of available knowledge and skills in a specific context) and the important characteristics of competences. Considers the differences between competences and cognitive skills. (CMK)

Discusses the use of Aristolean logic in developing practical reasoning and arguments. Asserts that practical arguments are used to explain why an individual took action based on practical reasoning. Contends that this approach should be used by teachers in applying research findings to instruction and in encouraging students to support their…

Describes the use of practical rationality from the vantage point of a graduate student and an elementary teacher in an urban school. Discusses how using the approach led to revised policies regarding reading strategies and discipline. Contends that practical argument philosophy can be useful in practical classroom applications. (CFR)