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Didaktik and Curriculum in Ongoing Dialogue

Krogh, Ellen Qvortrup, Ane Graf, Stefan Ting
Heftet / 2023 / Engelsk

Produktdetaljer

ISBN
9780367568108
Publisert
2023-01-09
Utgiver
Vendor
Routledge
Vekt
403 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
262

Redaktør
Krogh, Ellen
Qvortrup, Ane
Graf, Stefan Ting

Biographical note

Ellen Krogh is Emeritus Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include disciplinary didactics, L1 studies, comparative education, and writing in the disciplines.

Ane Qvortrup is Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include general didactics, curriculum studies, and student trajectories and transformations of learning environments.

Stefan Ting Graf is Docent in Didactics and Pedagogy in the Faculty of Education and Social Sciences at UCL University College, Denmark. His research areas include learning media and digitalisation, teaching and learning designs, curriculum studies, and theories of Bildung.

Didaktik and Curriculum in Ongoing Dialogue

Krogh, Ellen Qvortrup, Ane Graf, Stefan Ting
Heftet / 2023 / Engelsk
Krogh, Ellen Qvortrup, Ane Graf, Stefan Ting
Heftet / 2023 / Engelsk
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Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge.Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
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Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the Continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum.
Introduction: Didaktik and curriculum in ongoing dialogueEllen Krogh, Ane Qvortrup, and Stefan Ting Graf Part I: Contemporary educational discussions within a Didaktik/curriculum frame1 Bringing content back in: Rethinking teaching and teachers Zongyi Deng2 From Didaktik to learning (sciences)Tobias Werler 3 Content in American educational discourse: The missing link(s)Norm Friesen4 Outline of a taxonomy for general Bildung: Deep learning in the anglophone tradition of curriculum studies and the Didaktik of north west EuropeStefan Ting Graf5 Curriculum development as a complex policy process in Denmark and Germany: Two cases of competence-oriented curricula in social science educationAnders Stig ChristensenPart II: Directions of educational scholarship within the field of didactics 6 Towards laboratories for meta-reflective didactics: On dialogues between general and disciplinary didacticsEllen Krogh and Ane Qvortrup7 Bildung as the central category of education? Didactics, subject didactics, and general subject didactics in Germany Helmut Johannes Vollmer8 ‘Didactiques’ is not (entirely) ‘Didaktik’: The origin and atmosphere of a recent academic fieldBernard Schneuwly9 Non-affirmative school didactics and life-world phenomenology: Conceptualising missing links Michael Uljens and Tina KullenbergPart III: How to construe the thematics of Didaktik and curriculum10 The dialogue between Didaktik and curriculum studies within mainland China Bangping Ding and Xun Su11 Teacher responsibility over intended, taught, and tested curriculum, and its association with students’ science performance in PISA 2015 across Didaktik and curriculum countries Armend Tahirsylaj12 Education as language and communication (L&C): A blindness in didactics and curriculum theory?Sigmund Ongstad
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Relaterte produkter

Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum. It highlights important research findings that bridge cultural differences and argues for a mutual exchange and understanding of ideas. Through analyses of shared conditions and cultural differences, the book invites a critical stance and continued dialogue on issues of significant importance for the current and future education of children and young people. It combines research at empirical, conceptual, and theoretical levels to shed light on the similarities between the Didaktik and Anglo-Saxon educational traditions, calling for a comprehensive understanding of teaching and a renewed focus on content and knowledge.Addressing theoretical issues within contemporary educational scholarship, the book will be of great interest to academics, researchers, and post-graduate students in the fields of curriculum studies, education theory, and comparative education.The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/9781003099390, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Les mer
Didaktik and Curriculum in Ongoing Dialogue revives the dialogue between the Continental European Didaktik tradition and the Anglo-Saxon tradition of curriculum.
Introduction: Didaktik and curriculum in ongoing dialogueEllen Krogh, Ane Qvortrup, and Stefan Ting Graf Part I: Contemporary educational discussions within a Didaktik/curriculum frame1 Bringing content back in: Rethinking teaching and teachers Zongyi Deng2 From Didaktik to learning (sciences)Tobias Werler 3 Content in American educational discourse: The missing link(s)Norm Friesen4 Outline of a taxonomy for general Bildung: Deep learning in the anglophone tradition of curriculum studies and the Didaktik of north west EuropeStefan Ting Graf5 Curriculum development as a complex policy process in Denmark and Germany: Two cases of competence-oriented curricula in social science educationAnders Stig ChristensenPart II: Directions of educational scholarship within the field of didactics 6 Towards laboratories for meta-reflective didactics: On dialogues between general and disciplinary didacticsEllen Krogh and Ane Qvortrup7 Bildung as the central category of education? Didactics, subject didactics, and general subject didactics in Germany Helmut Johannes Vollmer8 ‘Didactiques’ is not (entirely) ‘Didaktik’: The origin and atmosphere of a recent academic fieldBernard Schneuwly9 Non-affirmative school didactics and life-world phenomenology: Conceptualising missing links Michael Uljens and Tina KullenbergPart III: How to construe the thematics of Didaktik and curriculum10 The dialogue between Didaktik and curriculum studies within mainland China Bangping Ding and Xun Su11 Teacher responsibility over intended, taught, and tested curriculum, and its association with students’ science performance in PISA 2015 across Didaktik and curriculum countries Armend Tahirsylaj12 Education as language and communication (L&C): A blindness in didactics and curriculum theory?Sigmund Ongstad
Les mer

Produktdetaljer

ISBN
9780367568108
Publisert
2023-01-09
Utgiver
Vendor
Routledge
Vekt
403 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
U, 05
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
262

Redaktør
Krogh, Ellen
Qvortrup, Ane
Graf, Stefan Ting

Biographical note

Ellen Krogh is Emeritus Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include disciplinary didactics, L1 studies, comparative education, and writing in the disciplines.

Ane Qvortrup is Professor in Education Sciences in the Department for the Study of Culture, University of Southern Denmark. Her research areas include general didactics, curriculum studies, and student trajectories and transformations of learning environments.

Stefan Ting Graf is Docent in Didactics and Pedagogy in the Faculty of Education and Social Sciences at UCL University College, Denmark. His research areas include learning media and digitalisation, teaching and learning designs, curriculum studies, and theories of Bildung.

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