Abstract
The phenomenon of didactic divide reported in Sweden expresses the disconnection between disciplinary and pedagogical knowledge in both individual teachers’ professional knowledge and teacher-education programmes. Within the framework of the anthropological theory of the didactic, we firstly redefine the notion of didactic divide, and secondly, study the ecology of the phenomenon by using our new analytical model rooted in the scale of levels of didactic co-determinacy. As a result, we indicate some constraints on the didactic divide: inter-professional esoteric pact, shortage of didacticians, universality illusion on scholarly knowledge, and transparency illusion on the social reality.
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This work is supported by JSPS KAKENHI (JP16K17433 and JP19K14196).
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Otaki, K., Asami-Johansson, Y. (2021). The Ecology of the Didactic Divide in Teacher Education. In: Barquero, B., Florensa, I., Nicolás, P., Ruiz-Munzón, N. (eds) Extended Abstracts Spring 2019. Trends in Mathematics(), vol 13. Birkhäuser, Cham. https://doi.org/10.1007/978-3-030-76413-5_7
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DOI: https://doi.org/10.1007/978-3-030-76413-5_7
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