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Comparative studies of manners of teaching
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. (SMED)
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. (SMED)
Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. (SMED)
2010 (English)Conference paper, Published paper (Refereed)
Description
Abstract [en]

The ambition with this presentation is to create possibilities for studying and make comparisons of teaching between subjects and teaching traditions within different cultural settings. This is important because didactic competence depends on the existence of alternatives, in this case, alternative ways of teaching, or alternative manners of teaching. Alternatives make choices necessary and visible and the need for justification arise.

In order to fulfil these ambitions we will present a way of analysing teachers’ manners of teaching. This method for analysis contains two steps: analyses of epistemological moves and analyses of curriculum emphases. The theoretical background for the analyses is pragmatism, the work of late Wittgenstein and discourse theory.

By identifying different manners of teaching possibilities are created to discuss what counts as teaching, teaching science in this case. Using analyses of epistemological moves and curriculum emphases for identifying different manners of teaching have several advantages. Firstly, the epistemological dimension is part of all teaching. This makes comparisons between teaching in different subjects possible. Secondly, analyses of curriculum emphases have been used in order to create knowledge about educational discourses and its historical transformation within different subjects. Thereby it becomes possible to highlight the potential connections between manners of teaching and educational discourses which are important when making comparisons between different manners of teaching within different cultural settings. Thirdly, by using epistemological moves analysis as the basic analytic tool, the problem of theoretical overdetermination is avoided, i.e. that categories are forced upon the empirical material.

Place, publisher, year, edition, pages
2010.
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-130602OAI: oai:DiVA.org:uu-130602DiVA: diva2:349975
Conference
ECER (European Conference on Educational Research)
Available from: 2010-09-09 Created: 2010-09-09 Last updated: 2016-05-15Bibliographically approved

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Lidar, MalenaLundqvist, EvaÖstman, Leif

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • de-DE
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  • en-US
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  • nn-NB
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Output format
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