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Didactics in a Changing World

European Perspectives on Teaching, Learning and the Curriculum

  • Book
  • © 2023

Overview

Editors:
  1. Florence Ligozat

    1. Faculté de Psychologie et des Sciences de l’éducation, Université de Genève, Geneva, Switzerland

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  2. Kirsti Klette

    1. Department of Teacher Education and School Research, University of Oslo, Oslo, Norway

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  3. Jonas Almqvist

    1. Department of Education, Uppsala University, Uppsala, Sweden

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  • Highlights advances in the theoretical development of comparative didactics
  • Illustrates the diversity of methodological approaches for the empirical study of classroom practices
  • Explores certain societal challenges faced by didactic research in a changing world

Part of the book series: Transdisciplinary Perspectives in Educational Research (TPER, volume 6)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Didactics in a Changing World – Introduction

    • Florence Ligozat, Kirsti Klette, Jonas Almqvist
    Pages 1-14

  3. Theoretical Reflections on Research Orientations in Didactics

    1. Front Matter

      Pages 15-15
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    2. Pedagogical Content Knowledge and Subject Didactics – An Intercontinental Dialogue?

      • Helmut Johannes Vollmer, Kirsti Klette
      Pages 17-33

    3. Comparative Didactics. A Reconstructive Move from Subject Didactics in French-Speaking Educational Research

      • Florence Ligozat
      Pages 35-54

    4. Teaching Traditions in Classroom Practice – A Comparative Didactic Approach

      • Jonas Almqvist, Malena Lidar, Anette Olin
      Pages 55-65

    5. The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons

      • Erika Marie Pace, Iolanda Zollo, Maurizio Sibilio
      Pages 67-80

  4. Methods and Lenses for Exploring Teaching and Learning in the Classroom

    1. Front Matter

      Pages 81-81
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    2. Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain

      • Inés Rodríguez Martín, Jorge Martín-Domínguez, María Clemente Linuesa, Elena Ramírez Orellana
      Pages 83-102

    3. Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction

      • Karim Hamza, Eva Lundqvist
      Pages 103-121

    4. Issues in “Individualized” Teaching Practice in Germany: An Ethno-Methodological Approach

      • Georg Breidenstein
      Pages 123-136

    5. Towards Programmatic Research When Studying Classroom Teaching and Learning

      • Kirsti Klette
      Pages 137-158

  5. Didactics Meets Societal Challenges

    1. Front Matter

      Pages 159-159
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    2. Addressing Gender in French Research on Subject Didactics: A New Line of Investigation in Physical Education

      • Chantal Amade-Escot, Ingrid Verscheure
      Pages 161-180

    3. A Gender-Balanced Approach to Teaching Visual Literacy in the Czech Republic

      • Zuzana Svatošová, Marie Fulková
      Pages 181-197

    4. Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums

      • Catherine Bonnat, Eric Sanchez, Elsa Paukovics, Nicolas Kramar
      Pages 199-215

    5. ICT in the Classroom – Didactical Challenges for Practitioners and Researchers

      • Marte Blikstad-Balas
      Pages 217-235

  6. Back Matter

    Pages 237-239
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Keywords

About this book

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. 


Editors and Affiliations

  • Faculté de Psychologie et des Sciences de l’éducation, Université de Genève, Geneva, Switzerland

    Florence Ligozat

  • Department of Teacher Education and School Research, University of Oslo, Oslo, Norway

    Kirsti Klette

  • Department of Education, Uppsala University, Uppsala, Sweden

    Jonas Almqvist

About the editors

​Florence Ligozat is Professor in Comparative Didactics in the Department of Educational Sciences at the University of Geneva, in Switzerland. During her doctoral and post-doctoral studies, her research focused on mathematics didactics and science didactics. Her current research investigates the didactic transposition of knowledge in classroom practices and the specific / generic dimensions of teaching through the modeling of the teacher and student’s joint actions in different educational contexts. She is particularly interested in cross-cultural comparisons of classroom practices and research traditions in Didactics in European countries. She chaired the French-speaking Association for Comparative Research in Didactics (2012-2016). She is currently convenor of EERA Network 27 Didactics - Learning and teaching, and she acted as Main Link convenor of this network in the period 2016-2021.

Kirsti Klette is a distinguished professor at the Department of Teacher Education and School Research, University of Oslo. Her research interests include research on teaching and learning, teaching quality, classroom studies and comparative studies. She has been the principal investigator for several international and comparative projects targeted classroom learning including the large-scale video study “Linking Instruction and Student Achievement” (LISA) analyzing how instructional practices in mathematics and language arts impact student learning, and the “Synthesizing Research on Teaching Quality” (SYNTEQ) summarizing how classroom video documentation develop our understanding of teaching quality. She is also the Director of the newly funded Nordic Center of Excellence “Quality in Nordic Teaching” (QUINT) drawing on comparative classroom video data from all Nordic countries. She is one of the founder of the EERA Network 27 Didactics – Learning and Teaching, and she acts as convenor of this network since 2005.



Jonas Almqvist is Professor at the Department of Education, Uppsala University in Sweden. He is the scientific director of the Research Group for Comparative Didactics. He develops research in comparative didactics with a focus on issues of teaching and learning in different subjects (mainly biology, chemistry and physics) in compulsory school and in preschool. He currently leads the international research network “Comparative didactics and professional development for teachers” funded by the Swedish Research Council. He is currently convenor of the EERA Network 27 Didactics – Learning and teaching and he acted as Deputy Link Convenor of this network in the period 2014-2021.

Bibliographic Information

  • Book Title: Didactics in a Changing World

  • Book Subtitle: European Perspectives on Teaching, Learning and the Curriculum

  • Editors: Florence Ligozat, Kirsti Klette, Jonas Almqvist

  • Series Title: Transdisciplinary Perspectives in Educational Research

  • DOI: https://doi.org/10.1007/978-3-031-20810-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023

  • Hardcover ISBN: 978-3-031-20809-6Published: 28 January 2023

  • Softcover ISBN: 978-3-031-20812-6Published: 28 January 2024

  • eBook ISBN: 978-3-031-20810-2Published: 27 January 2023

  • Series ISSN: 2662-6691

  • Series E-ISSN: 2662-6705

  • Edition Number: 1

  • Number of Pages: XVII, 239

  • Number of Illustrations: 1 b/w illustrations

  • Topics: Teaching and Teacher Education, Curriculum Studies, Learning & Instruction

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