Conceptual frameworks in didactics – learning and teaching: Trends, evolutions and comparative challenges. (January 2018)

• Record Type: Journal Article
• Authors: Ligozat, Florence; Almqvist, Jonas
• Other Names: Ligozat Florence guest-editor.; Almqvist Jonas guest-editor.
• Is Part Of: European educational research journal. Volume 17:Number 1(2018)
• Page Start: 3
• Page End: 16
• Publication Date: 2018-01
• Subjects: Bildung -- curriculum -- didactics -- educational content -- knowledge -- learning -- school subjects -- teacher professional development -- teaching; Education -- Research -- Europe -- Periodicals; 370.7209405
• DOI: 10.1177/1474904117746720
• Languages: English
• ISSNs: 1474-9041

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.