Didactics in a Changing World: European Perspectives on Teaching, Learning and the Curriculum

Description

The collection of chapters in this book results from ongoing scientific discussions on teaching, learning and curriculum studies in Europe. Didactics as a research field and area of knowledge deals with questions about teaching, learning and educational content. Didactics explores institutionalized teaching and learning processes that are fundamental to allow people living together and acting as citizens. It connects curriculum issues to classroom practices and student’s learning experience in a unique manner that goes beyond the field of curriculum studies and the field of the learning sciences. Focusing on different research traditions for conceptualizing the relationships between learning and teaching through the educational content learnt, the book presents advanced research in field of “Didactics - teaching and learning” that addresses the new challenges faced by the teaching profession. The collection of chapters in this book supports the continuous growth of comparative research on classroom practices and addresses in a novel manner the need for including international perspectives on Didactics in teacher education programs and graduate schools in education worldwide. Part 1 highlights the recent advances in the theoretical development of Didactics and more particularly the development of comparative didactics. Part 2 illustrates the diversity and complementarities of theoretical and methodological approaches for the empirical study of classroom practices. Part 3 maps certain societal challenges that didactic research faces in a changing world.  Foreword References Acknowledgments Contents List of Figures List of Tables Chapter 1: Didactics in a Changing World – Introduction “Didactics” – Specificity and Complexity, a European Research Trend Didactics – Empirical Realm and evolutions in a Changing World Part I: Theoretical Reflections on Research Orientations in Didactics Part II: Methods and Lenses for Exploring Teaching and Learning in the Classroom Part III: Didactics Meets Societal Challenges References Part I: Theoretical Reflections on Research Orientations in Didactics Chapter 2: Pedagogical Content Knowledge and Subject Didactics – An Intercontinental Dialogue? Introduction Major Achievements and Criticism of Shulman’s PCK-Approach Components of the PCK Model Recent Developments Reactions to Shulman in Europe Pedagogical-Psychological Adaptions of Shulman Subject Didactics in Europe Towards Subject Didactic Knowledge General Subject Didactics Designing a Model: Subject Didactic Knowledge PCK – SDK: Perspectives of Didactic Thinking References Chapter 3: Comparative Didactics. A Reconstructive Move from Subject Didactics in French-Speaking Educational Research Introduction Subject Didactics in French-Speaking Educational Research The Emergence of Comparative Didactics: A New Perspective on Teaching and Learning Comparing Teaching and Learning Practices: Epistemological and Methodological Issues Comprehensive Approach of Complex and Dynamic Systems “Estrangement” Symmetry Principle Teaching and Learning as Joint Actions: Towards a Generic “Tertium Comparationis” Toward New Perspectives on the Relation Between Curriculum and Classroom Practices Exploring Knowledge Contents at the Crossroads of School Subjects Changing Realities of School Subjects across Cultural Contexts and National Educational Systems Concluding Remarks References Chapter 4: Teaching Traditions in Classroom Practice – A Comparative Didactic Approach Introduction Comparative Didactics On the Use of Teaching Traditions in Comparative Didactics Analyses Comparative didactics for Professional Development Concluding Remarks References Chapter 5: The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons Introduction Tracing the Roots and Evolution of Didactics Towards a Shared Definition of Didactics in the Italian Context Branching Out: The Present and Future of Didactics in Italy References Part II: Methods and Lenses for Exploring Teaching and Learning in the Classroom Chapter 6: Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain Introduction Theoretical Underpinnings Classroom Practices The Role of Curriculum Materials in Teaching Practices Teaching Initial Literacy Current Study Research Design Participants Methodology for Data Analysis Results Classroom Practice How Teachers Address the Dimensions of Reading Functional Aspects (Dimension 1.1) Representational Aspects of the Written Language (Dimension 1.2) Teaching the Code (Dimension 1.3) Comprehension (Dimension 1.4) Writing (Dimension 1.5) How the Dimensions of Reading Are Taught in TCAs Performance of Tasks by Learning Centre Task Performance Other TCAs Curriculum Materials How the Dimensions of Reading Are Taught in Materials Functional Aspects (Dimension 1.1) Representational Aspects of the Written Language (Dimension 1.2) Teaching the Code (Dimension 1.3) Comprehension (Dimension 1.4) Writing (Dimension 1.5) Materials vs. Classroom Practice Discussion Conclusions References Chapter 7: Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction Introduction Theoretical Background Subject Focus and Curriculum Emphasis Organizing Purposes Setting Data Collection, Processing, and Analysis Findings Variation in Meaning on Unit Level Variation in Meaning Between and Within Lessons Discussion Conclusion Appendix 7.1: Subject Foci (SF) and Curriculum Emphases (CuE) in Lisa’s and Anette’s Units, Distributed Over Ultimate Purpose for the Unit (UP, Unit), Ultimate Purpose for Each Lesson (UP, Lesson) and Proximate Purposes for Each Lesso References Chapter 8: Issues in “Individualized” Teaching Practice in Germany: An Ethno-Methodological Approach Introduction: Individualized Teaching and Learning The Research Project Case-Study: Working with the “Pharmacy” Case-Study: Learning to “Read” in a Dyadic Teacher-Student-Interaction Discussion: The Structure of Individualized Teaching and Learning References Chapter 9: Towards Programmatic Research When Studying Classroom Teaching and Learning Introduction Video Observation: Towards a New Generation of Classroom Studies Classroom Observation Manuals A Short Introduction to the CLASS, TBD and PLATO Manuals Comparison of Manuals Teaching Practices Observed, Dimensions of Teaching Captured and Terminology Used Views on Teaching and Learning Generic Versus Subject-Specific Manuals Analysis of Teachers’ Actions, Students’ Actions or Both Towards Programmatic Research: Conclusive Discussion References Part III: Didactics Meets Societal Challenges Chapter 10: Addressing Gender in French Research on Subject Didactics: A New Line of Investigation in Physical Education Introduction Gender in European Didactics Contemporaneous Gender Research Approaches Within the Three Core Strands of European Didactics Investigating Gender in Teaching and Learning: The Distinctive Approach of the French Research Program on ‘Gender and Didactique’ Gender as a Relational Concept A Research Program Rooted in the Joint Action Framework in Didactics (JAD) Differential Didactic Contract Epistemic Gender Positioning Teacher and Student Practical Epistemologies Two Examples of Empirical Contributions in Physical Education Method Overview of the Observational Research Design Principles Guiding the Collaborative Research Effects of Participant’s Epistemic Gender Positioning on Gendered Learning in Ordinary Volleyball Teaching at Middle-School Observation of Didactical Transactions Raising Teachers’ Gender Didactical Judgment Through Collaborative Research in Rugby at Primary School Observation of Didactical Transactions: The Case of Nina and Mathieu Conclusion: Gains of Addressing Gender at the Micro-Level of Didactical Transactions References Chapter 11: A Gender-Balanced Approach to Teaching Visual Literacy in the Czech Republic Introduction Conceptual Background Post-structuralism Pedagogical Constructivism Visual Literacy Study Design Participants Data Collection Analysis Results and Interpretation Specific Conditions Specific Approaches Discussion and Conclusion References Chapter 12: Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums Introduction Research Context Anthropocene, a New Complex Problem Knowledge Contextualization Theoretical Framework and Research Questions Didactic Transposition and Its Evolution in an Informal Educational Context Ludicization: Proposal of a Model Adapted to Game-Based School Visits in a Museum Research Questions Methodology An Ecological Analysis of the School Curriculum Method for the Analysis of the Game Design Knowledge Contextualization for a Game-Based School Visit in a Museum A Complex and Abstract Target Situation Anthropocene in the School Curriculum: A Wealth of Knowledge Objects for Solving Real-World Problems A Target Situation Constrained by the Museographic Transposition Lessons Learned from the Design of a Game-Based Museum School Visit The Geome Game, a Concrete Source Situation Dealing with the Relationship Between Human and Nature Ludicization and Knowledge Contextualization Conclusion References Chapter 13: ICT in the Classroom – Didactical Challenges for Practitioners and Researchers Introduction Why Is Norway Relevant in an International Discussion About ICT Implementation? What Do we Know about the Digitalization of Norwegian Schools? Methods How Are Teachers Using Digital Technology in Norway? Survey on Remote, Digital Homeschool Practices Discussion References Index