Conceptual frameworks in didactics – learning and teaching: Trends, evolutions and comparative challenges

Abstract

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.

Dilemmaer og perspektiver for fagdidaktisk forsknings- og udviklingsarbejde

“…Hvor vi i disse arbejder møder overvejelser over fagdidaktik som et generaliseret eller alment akademisk felt, diskuteres komparation som forskningsstrategi hos Ligozat & Almqvist (2017). Her løfter vi os imidlertid både ud af det rent fagdidaktiske felt og ud af de nationale eller regionale afgraensninger som danner rammer for såvel den danske sammenlignende fagdidaktik som den tyske og den frankofone tradition.…”

A review of the penetration of Francophone research on intervention in physical education and sport in Anglophone journals since 2010

“…French-speaking researchers dealing with this issue most commonly refer to the Joint Action in Didactique (JAD) framework (Amade-Escot and Bennour 2017; Amade-Escot, Elandoulsi, and Verscheure 2015; Amade-Escot and Venturini 2015; Barker, Wallhead, Brock, Goodyear, and Amade-Escot 2017; Leriche et al, 2016;Loquet 2011). This framework may be seen as a situated and institutional analysis of the content taught and learnt in the classroom from the perspectives of both the teacher and the students (Ligozat and Almqvist 2018). It takes for granted that the teacher and the students construct knowledge content jointly within an evolving learning environment.…”

Educational aims of rights education in primary school – zooming in on teachers and pupils in two classes

“…Drawing on north European didaktik theory, in which educational aims are considered to be integral to the educational content (Ligozat and Almqvist 2018), this study addresses how teachers and pupils in two classes understand the educational aims of rights education. More precisely, the article investigates:…”