In September 2016, the Network 27, Didactics, Learning and Teaching, will celebrate 10 years of development within the EERA. Since the beginning, this network is an important place for discussing and overcoming the fragmentation of the research paradigms in didactics. We focus on the relations between teaching, learning and knowledge content in the classroom from the learners and the teachers enacted practices and /or the curriculum perspectives. The network has been established as a unique place in the European educational research landscape for discussing:
- Different paradigms for didactic research
- Frameworks for comparison of teaching and learning actions across subjects and educational contexts
- Methodologies for classroom observation including video studies of teaching and learning
- Literacies, language use across school subjects and tacit dimensions of teaching
- Teaching resources, teacher work and the “enacted” curriculum
- Relationships between didactics and teacher professional development.
This symposium will go beyond mapping “state of the art” as documented by the diversity of research on didactics and/or learning and teaching (see Hudson & Schneuwly, 2007). The evolution of the conceptual frameworks used in “European didactics” in a broad sense will be traced, as it results from the encounter of the European researchers in the field (e.g., Hudson & Meyer, 2011; Meyer, 2012; Ligozat, Amade-Escot & Östman, 2015; Vollmer, 2014; Wickman, 2012). We will feature and discuss specific theoretical and empirical research results as they have been presented over recent years within the network.
The purpose of this symposium is to outline i) some conceptual relationships established between the strands of subject specific and general didactics and/or research on teaching and learning; ii) the significant role of comparison of classroom practices in various subjects for the exploration of the relations between different theoretical approaches to teaching and learning; iii) the emergence of new research processes involving teachers and researchers for jointly producing new didactical knowledge.
The first part of this double symposium focuses on general issues of frameworks and methodologies, as for example and ethical and political dimensions embedded in the curriculum-making process.
The second part will focus on the various role of comparison, either empirical and/or conceptual, for fostering our understanding of teaching and learning, and the subjects taught, as well as the conditions for producing and fostering didactic knowledge and professional development.
Hudson, B., & Schneuwly, B. (Éd.). (2007). Didactics – learning and teaching in Europe. Editorial. European Educational Research Journal, 6(2), 106‑108.
Hudson, B., & Meyer, M. A. (Éd.). (2011). Beyond Fragmentation: Didactics, learning and teaching in Europe. Opladen & Farmington Hills MI: Barbara Budrich Publishers.
Ligozat, F., Amade-Escot, C., & Östman, L. (Éd.). (2015). Beyond Subject Specific Approaches of Teaching and Learning: Comparative Didactics. Interchange, 46(4), 313‑321.
Meyer, M. A. (2012). Keyword: Didactics in Europe. Zeitschrift für Erziehungswissenschaft, 15(3), 449‑482. Vollmer, H. J. (2014). Fachdidaktik and the Development of Generalised Subject Didactics in Germany. Education & didactique, 8(1), 23‑34.
Wickman, P.-O. (2012). A Comparison between Practical Epistemology Analysis and Some Schools in French Didactics. Éducation et didactique, 6(2), 145‑159.
Didactics; subject didactics; comparative didactics; curriculum; classroom practice