Didactics in a Changing World (eBook)

Foreword 6
References 10
Acknowledgments 11
Contents 12
List of Figures 14
List of Tables 16
Chapter 1: Didactics in a Changing World – Introduction 17
“Didactics” – Specificity and Complexity, a European Research Trend 18
Didactics – Empirical Realm and evolutions in a Changing World 22
Part I: Theoretical Reflections on Research Orientations in Didactics 22
Part II: Methods and Lenses for Exploring Teaching and Learning in the Classroom 24
Part III: Didactics Meets Societal Challenges 25
References 27
Part I: Theoretical Reflections on Research Orientations in Didactics 31
Chapter 2: Pedagogical Content Knowledge and Subject Didactics – An Intercontinental Dialogue? 32
Introduction 32
Major Achievements and Criticism of Shulman’s PCK-Approach 33
Components of the PCK Model 34
Recent Developments 37
Reactions to Shulman in Europe 37
Pedagogical-Psychological Adaptions of Shulman 37
Subject Didactics in Europe 39
Towards Subject Didactic Knowledge 40
General Subject Didactics 40
Designing a Model: Subject Didactic Knowledge 42
PCK – SDK: Perspectives of Didactic Thinking 43
References 44
Chapter 3: Comparative Didactics. A Reconstructive Move from Subject Didactics in French-Speaking Educational Research 49
Introduction 49
Subject Didactics in French-Speaking Educational Research 50
The Emergence of Comparative Didactics: A New Perspective on Teaching and Learning 53
Comparing Teaching and Learning Practices: Epistemological and Methodological Issues 55
Comprehensive Approach of Complex and Dynamic Systems 56
“Estrangement” 57
Symmetry Principle 59
Teaching and Learning as Joint Actions: Towards a Generic “Tertium Comparationis” 61
Toward New Perspectives on the Relation Between Curriculum and Classroom Practices 63
Exploring Knowledge Contents at the Crossroads of School Subjects 63
Changing Realities of School Subjects across Cultural Contexts and National Educational Systems 64
Concluding Remarks 65
References 66
Chapter 4: Teaching Traditions in Classroom Practice – A Comparative Didactic Approach 69
Introduction 69
Comparative Didactics 71
On the Use of Teaching Traditions in Comparative Didactics Analyses 72
Comparative didactics for Professional Development 74
Concluding Remarks 75
References 76
Chapter 5: The Rise, Evolution, and Future of Didactics in Italy: Branching Out Towards New Research Horizons 80
Introduction 80
Tracing the Roots and Evolution of Didactics 83
Towards a Shared Definition of Didactics in the Italian Context 84
Branching Out: The Present and Future of Didactics in Italy 87
References 89
Part II: Methods and Lenses for Exploring Teaching and Learning in the Classroom 94
Chapter 6: Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain 95
Introduction 95
Theoretical Underpinnings 96
Classroom Practices 96
The Role of Curriculum Materials in Teaching Practices 97
Teaching Initial Literacy 98
Current Study 99
Research Design 100
Participants 100
Methodology for Data Analysis 101
Results 103
Classroom Practice 103
How Teachers Address the Dimensions of Reading 103
Functional Aspects (Dimension 1.1) 103
Representational Aspects of the Written Language (Dimension 1.2) 103
Teaching the Code (Dimension 1.3) 104
Comprehension (Dimension 1.4) 104
Writing (Dimension 1.5) 104
How the Dimensions of Reading Are Taught in TCAs 105
Performance of Tasks by Learning Centre 105
Task Performance 106
Other TCAs 106
Curriculum Materials 106
How the Dimensions of Reading Are Taught in Materials 106
Functional Aspects (Dimension 1.1) 106
Representational Aspects of the Written Language (Dimension 1.2) 107
Teaching the Code (Dimension 1.3) 107
Comprehension (Dimension 1.4) 107
Writing (Dimension 1.5) 107
Materials vs. Classroom Practice 108
Discussion 108
Conclusions 110
References 111
Chapter 7: Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction 115
Introduction 115
Theoretical Background 117
Subject Focus and Curriculum Emphasis 118
Organizing Purposes 120
Setting 120
Data Collection, Processing, and Analysis 121
Findings 122
Variation in Meaning on Unit Level 122
Variation in Meaning Between and Within Lessons 127
Discussion 127
Conclusion 129
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 130
References 131
Chapter 8: Issues in “Individualized” Teaching Practice in Germany: An Ethno-Methodological Approach 134
Introduction: Individualized Teaching and Learning 134
The Research Project 136
Case-Study: Working with the “Pharmacy” 139
Case-Study: Learning to “Read” in a Dyadic Teacher-Student-Interaction 140
Discussion: The Structure of Individualized Teaching and Learning 143
References 145
Chapter 9: Towards Programmatic Research When Studying Classroom Teaching and Learning 148
Introduction 148
Video Observation: Towards a New Generation of Classroom Studies 150
Classroom Observation Manuals 151
A Short Introduction to the CLASS, TBD and PLATO Manuals 154
Comparison of Manuals 157
Teaching Practices Observed, Dimensions of Teaching Captured and Terminology Used 157
Views on Teaching and Learning 159
Generic Versus Subject-Specific Manuals 161
Analysis of Teachers’ Actions, Students’ Actions or Both 163
Towards Programmatic Research: Conclusive Discussion 163
References 165
Part III: Didactics Meets Societal Challenges 170
Chapter 10: Addressing Gender in French Research on Subject Didactics: A New Line of Investigation in Physical Education 171
Introduction 171
Gender in European Didactics 172
Contemporaneous Gender Research Approaches Within the Three Core Strands of European Didactics 173
Investigating Gender in Teaching and Learning: The Distinctive Approach of the French Research Program on ‘Gender and Didactique’ 174
Gender as a Relational Concept 175
A Research Program Rooted in the Joint Action Framework in Didactics (JAD) 175
Differential Didactic Contract 176
Epistemic Gender Positioning 176
Teacher and Student Practical Epistemologies 177
Two Examples of Empirical Contributions in Physical Education 178
Method 178
Overview of the Observational Research Design 178
Principles Guiding the Collaborative Research 178
Effects of Participant’s Epistemic Gender Positioning on Gendered Learning in Ordinary Volleyball Teaching at Middle-School 179
Observation of Didactical Transactions 180
Raising Teachers’ Gender Didactical Judgment Through Collaborative Research in Rugby at Primary School 182
Observation of Didactical Transactions: The Case of Nina and Mathieu 183
Conclusion: Gains of Addressing Gender at the Micro-Level of Didactical Transactions 186
References 187
Chapter 11: A Gender-Balanced Approach to Teaching Visual Literacy in the Czech Republic 191
Introduction 191
Conceptual Background 193
Post-structuralism 193
Pedagogical Constructivism 195
Visual Literacy 196
Study Design 197
Participants 198
Data Collection 198
Analysis 199
Results and Interpretation 199
Specific Conditions 199
Specific Approaches 201
Discussion and Conclusion 204
References 205
Chapter 12: Didactic Transposition and Learning Game Design. Towards a Ludicization Model for School Visits in Museums 208
Introduction 208
Research Context 209
Anthropocene, a New Complex Problem 209
Knowledge Contextualization 210
Theoretical Framework and Research Questions 211
Didactic Transposition and Its Evolution in an Informal Educational Context 211
Ludicization: Proposal of a Model Adapted to Game-Based School Visits in a Museum 212
Research Questions 214
Methodology 215
An Ecological Analysis of the School Curriculum 215
Method for the Analysis of the Game Design 216
Knowledge Contextualization for a Game-Based School Visit in a Museum 216
A Complex and Abstract Target Situation 217
Anthropocene in the School Curriculum: A Wealth of Knowledge Objects for Solving Real-World Problems 217
A Target Situation Constrained by the Museographic Transposition 218
Lessons Learned from the Design of a Game-Based Museum School Visit 219
The Geome Game, a Concrete Source Situation Dealing with the Relationship Between Human and Nature 219
Ludicization and Knowledge Contextualization 220
Conclusion 221
References 222
Chapter 13: ICT in the Classroom – Didactical Challenges for Practitioners and Researchers 225
Introduction 225
Why Is Norway Relevant in an International Discussion About ICT Implementation? 226
What Do we Know about the Digitalization of Norwegian Schools? 227
Methods 228
How Are Teachers Using Digital Technology in Norway? 230
Survey on Remote, Digital Homeschool Practices 233
Discussion 238
References 240
Index 244