Conceptual Frameworks in Didactics--Learning and Teaching: Trends, Evolutions and Comparative Challenges

Autor/inn/en	Ligozat, Florence; Almqvist, Jonas
Titel	Conceptual Frameworks in Didactics--Learning and Teaching: Trends, Evolutions and Comparative Challenges
Quelle	In: European Educational Research Journal, 17 (2018) 1, S.3-16 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904117746720
Schlagwörter	Educational Trends; Trend Analysis; Educational Philosophy; Educational Research; Foreign Countries; Learning Processes; Teaching Methods; Curriculum Development; Faculty Development; Cooperation; Comparative Education; Classroom Communication; Educational History; Social Environment; Europe + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Trendanalyse; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Ausland; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Co-operation; Kooperation; Vergleichende Erziehungswissenschaft; Klassengespräch; History of education; Bildungsgeschichte; Soziales Umfeld; Europa
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01