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

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