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Conceptual frameworks in didactics - learning and teaching: Trends, evolutions and comparative challenges
University of Geneva.
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (SMED)
2018 (English)In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 17, no 1, p. 3-16Article in journal (Refereed) Published
Abstract [en]

This special issue of the European Educational Research Journal presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 ‘Didactics – Learning and Teaching’ network during its first ten years of existence. Most conceptual tools used in this field were elaborated in different socio-historical contexts for education and schooling delineated by nations and/or linguistic regions in Europe. This issue suggests possible integrative paths between certain frameworks debated in the Network 27 through co-authored papers. Crossed perspectives on the papers highlight certain important foci in the study of learning and teaching processes: (i) ‘Bildung’ discussed within didactics as a European research field; (ii) Educational goals, content and teaching methods expressed in curricula; (iii) Curriculum making processes; (iv) Teaching qualities, teaching (joint) actions and classroom discourses; and (v) Collaborative practices in teacher professional development. Finally, two strands of comparative research in didactics are sketched for increasing synergies in the field.

Place, publisher, year, edition, pages
2018. Vol. 17, no 1, p. 3-16
Keywords [en]
Bildung, curriculum, didactics, educational content, knowledge, learning, school subjects, teacher professional development, teaching
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-339022DOI: 10.1177/1474904117746720OAI: oai:DiVA.org:uu-339022DiVA, id: diva2:1174185
Projects
Teaching Traditions and Learning
Funder
Swedish Research Council, 2012-5769Available from: 2018-01-15 Created: 2018-01-15 Last updated: 2018-01-22Bibliographically approved

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