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.
Author(s): Florence Ligozat, Kirsti Klette, Jonas Almqvist
Series: Transdisciplinary Perspectives in Educational Research, 6
Publisher: Springer
Year: 2023
Language: English
Pages: 245
City: Cham
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
