Focusing on the German Didaktik tradition, this book examines the role of classroom work in the educational formation of students, emphasizing a perspective of Bildung over mere effective instruction. It delves into how the embedded curriculum influences teaching practices and rationales, offering insights into teacher thought processes. By contrasting this approach with Anglo-American curriculum traditions, it opens up new inquiries regarding classrooms, textbooks, and the history of education, enriching discussions on English-language curriculum and pedagogical research.
