Abstract:
This paper draws on the findings of the Knowledge Rich School Project to show how the application of the CDC Model in the Project is enacted in, and provides value to, teacher education programmes. Practical examples from the humanities subjects are used in order to show how epistemic structures can be designed to build students’ knowledge in a coherent manner. The goal in designing curricula using the CDC Model is that students, both those in our teacher education programmes and school students, will acquire conceptual understandings and build knowledge frameworks which enable them to make inferential links between bodies of knowledge.