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This paper first re-visits the origins of the concept powerful knowledge and goes on to assess its mixed fortunes as of 2022. It assesses Basil Bernstein’s early interest in knowledge in the curriculum by examining his retrieval of Durkheim’s discussion of the Trivium and Quadrivium, going on to examine how the sciences and the Humanities each specialize knowledge but in different ways. It then discusses the recursive form of theorizing of pedagogy developed by Bernstein in his pedagogic device, distinguishing this form from that to be found in recent discussions of Didaktik and powerful knowledge, drawing out their complementarity. [ABSTRACT FROM AUTHOR]

This study investigates Finnish and Californian (US) elementary and secondary school teachers. The main objective of the study is to explore the experienced autonomy in different educational policy regimes. The ideologies and traditions that these two countries represent can be called Didaktik tradition and curriculum tradition. The research question is: How do the teachers’ perceptions of curriculum traditions in the two country contexts differ concerning experienced autonomy, and what might the theoretical and methodological implications of such comparison be? A total of 17 Finnish and 15 US teachers were interviewed using a semi-structured interview guide. The results show that both groups of teachers experienced a lot of autonomy despite of the fact that the US teachers operate in a more restricted accountability policy than the Finnish teachers. This raises some methodological and theoretical implications and limitations of self-reporting comparative studies on teacher autonomy.

Sprachen sind mehr als die Wiedergabe identer Gedanken mit lediglich anderen Wörtern. Im vorliegenden Beitrag erläutert der Autor, dass Bewusstsein und Respekt für kulturelle Vielfalt mit der Entwicklung sprachlicher Kompetenz einhergehen und diese wiederum zum Verständnis anderer Kulturen beiträgt. Der Ansatz einer Mehrsprachigkeitsdidaktik stellt das Lernen von, mit und über Sprachen ins Zentrum und nimmt die Menschen und ihre Sprachen in ihrem Alltag, an ihrem Arbeitsplatz, in Medien oder auf Reisen wahr. Der Autor trägt Beispiele für Initiativen in der Erwachsenenbildung mit besonderem Fokus auf die Urania Steiermark zusammen, die den plurilingualen, also mehrsprachigkeitsdidaktischen Ansatz im Sprachenlernen Erwachsener aufgreifen. Sein Fazit: Die Beschäftigung mit Sprache, das bewusste und erklärende Aufzeigen von Unterschieden und vor allem von Gemeinsamkeiten sind Beiträge der Erwachsenenbildung zu Menschenrechtsbewusstsein, Respekt und Frieden. (Red.)

This study aims to contribute knowledge about teachers' reflections on their own practice in Folkbildning activities for older adults and is based on Nordic-German Didaktik theory and the three main Didaktik questions: why?, what? and how?. Semi-structured, qualitative interviews were conducted with teachers from different adult education associations. The study identified that the following purposes reflected by the teachers are connected with the why question: enjoyment, critical inquiry and resocialisation. Three principles of the what question are participants' interests, standards and plurality. Four principles relating to the how question are students' active participation, teachers' distinct guidance, individualisation and a permissive environment. The results further indicate that teachers expressed two approaches about their own teaching practice. The first approach emphasises the elements of Bildung, which involves critical thinking and questioning certain notions about the world, while the second focuses on socialisation and basic knowledge that is needed in society. [ABSTRACT FROM AUTHOR]

The article addresses the importance of learning space design for self-directed learning. It shows that trainers can convey messages through the design of learning spaces and thereby promote or prevent self-directed learning. Based on approaches from co-creative and relational transactional analysis, communication and encounters are placed at the center of teaching-learning processes. The article asks what attitude is expressed through the learning space design and how this can be aligned with an OK-OK position. It shows the role in learning processes of satisfying the basic needs of stimulus, structure and strokes plays, and how these can be integrated into the teaching-learning concept through the design of the learning space. [ABSTRACT FROM AUTHOR]

Was meint ›Umsetzen von Bildungszielen‹ aus der Effizienzperspektive oder mit reformpädagogischer Inklination? Im Schulunterricht geht es im Kern darum, dass gesetzte Bildungsziele erreicht werden. Dazu sind existentielle Dispositionen und Fragen der Schüler_innen mit Bildungszielen und mit den Lernaktivitäten der Schüler_innen zu vereinbaren. US-amerikanische Modellierungen solch professionellen Könnens unterscheiden sich grundsätzlich von deutschsprachigen. Im Betrag wird dies anhand zweier historischer Persönlichkeiten näher ausgeführt: Am Reformpädagogen Martin Wagenschein (1896–1988) und am US-Amerikaner John F. Bobbitt (1876–1956), der das Pendant zur deutschen Schulpädagogik oder Allgemeinen Didaktik, die Curriculum Studies entscheidend mitgeprägt hat. [ABSTRACT FROM AUTHOR]

Certain foreign words have been translated from different languages into Turkish, and after these words have been used for a long time, they have been tried to be replaced by finding their equivalents in the mother tongue. In general, although the aim of the studies conducted in this field is to ensure the Turkishization of foreign terms and to help the problem of Turkish terms, in some cases, the word in question has continued to be used with its foreign language equivalent, and in some cases, no Turkish equivalent could be found for the word in question or its Turkish equivalent could not give the desired meaning and was not accepted. One of these words is the concept of "didactic". In order to clarify this concept and to clarify the existing confusion, this study will examine the concept of "didactic". In doing so, it is necessary to look at which terms in Turkish are included under the concept of didactics and at the same time to examine the definitions and information given under these terms in dictionaries or encyclopedias. The aim of this study is to compare six dictionaries and encyclopedias used in the general and educational fields in terms of certain characteristics of the concepts within the scope of the study, to examine the dimensions in which they deal with the concepts and to provide clarity in this sense. [ABSTRACT FROM AUTHOR]

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Musik als Medium der individuellen Förderung im Unterricht jenseits des Faches Musik stellt bislang nicht nur ein Forschungs-, sondern auch ein Desiderat innerhalb der Lehrer*innenbildung dar. Ziel der in diesem Beitrag vorgestellten Seminarkonzeption ist es daher, Studierende zu befähigen, ausgehend vom Lehrplan des je eigenen Faches und unter Einbezug von theoretischen Begründungen, ein Unterrichtsmaterial zu einem selbst gewählten Unterrichtsthema anhand eines (populären) Liedes aus der Lebenswelt von Schüler*innen als Medium selbst zu entwickeln. Im Sinne der individuellen Förderung sollen die Materialien darüber hinaus differenziert angelegt sein und mit einem klaren Ziel verknüpft werden. In diesem hochschuldidaktischen Beitrag wird dargestellt, wie Studierende im Seminarverlauf entsprechende Wissensgrundlagen erwerben und der Arbeitsprozess individualisiert und kollaborativ gestaltet werden kann. Neben der Seminarkonzeption werden dazu auch ausgewählte hochschuldidaktische Materialien vorgestellt, die in Anlehnung an das Prinzip der doppelten Vermittlungspraxis ausgehend von Musik aus der Lebenswelt der Studierenden entwickelt wurden und Differenzierung ermöglichen.

AbstractThe idea of phenomenon-based learning (PhBL) was introduced into the Finnish core curriculum for basic education in 2014. The Finnish approach has raised interest in many other countries. In Finland, the idea of PhBL is often linked to the traditions of educational psychology, constructivism, problem-based learning (PBL) and inquiry-based learning (IBL). However, philosophical approaches like phenomenology, existentialism, and the tradition of Bildung have also influenced Finnish school development. Drawing on this complexity of philosophical and scholarly developments, we argue that the inherent ideas of PhBL are neither new, nor is it surprising that they have re-appeared as PhBL in the Finnish context. With PhBL’s holistic approach, the focus on collaboration and reciprocal responsibility represents a promising practice for education in a world that is facing complex challenges. Still, despite its strong roots in several philosophical traditions, like in many other countries, Finnish educational policy development has been strongly influenced by the growing demands for measurability and accountability and increasingly struggling with atomisation of knowledge and skills. These specific national developments in Finland can raise awareness for similar challenges relevant in other contexts than the Finnish.

Promoting media literacy among senior citizens is an important step in eliminating discrimination and unequal treatment. Libraries play an important role as places for knowledge transfer. There are already many counseling and training programs offered by organizations and volunteer initiatives that cater to the needs of older people. It is important to create educational offerings that meet the specific limitations of older individuals. Various aspects of course design and learning environments are mentioned as important for successful learning. The author emphasizes the importance of tailored offerings and the need to reduce discrimination and promote the participation of senior citizens in society. [Extracted from the article]

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The British Educational Research Association (BERA) has promulgated a concept of close‐to‐practice research that is seen as vital to defending and promoting education as an academic discipline. However, what is overlooked are the questions of what education is for and what educational practice is—questions that need to be addressed for any research aiming to understand and improve educational practice. Informed by Robin Alexander's conception of pedagogy, continental Pädagogik and Didaktik and Anglo‐American sources, this paper advances an alternative, different way of thinking about close‐to‐practice research and education as a discipline. It makes a case for education as a distinctive discipline directed towards the understanding and development of practice for the advancement of education. This discipline necessitates an educational and Didaktik way of thinking and theorising, centred on the questions of what education is for, what educational practice is and how practice is supported and developed. This way of thinking and theorising calls for three interrelated lines of research that are significant and matter to practice, particularly within the current context of the National Curriculum in England. [ABSTRACT FROM AUTHOR]

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Objectives: Physicians and psychologists at psychiatric university hospitals are assigned teaching tasks from the first day of work without necessarily having the prerequisite training in teaching methods. This exploratory survey provides a needs-based analysis for the prospective didactic training of physicians and psychologists at psychiatric hospitals in Germany, Austria and Switzerland. Methods: An online questionnaire was distributed at medical schools via email in German-speaking countries in Europe. All physicians involved in teaching medical students at psychiatry faculties were eligible to participate in the survey. Participants were further requested to recruit eligible participants (snowball sampling). Responses were analyzed descriptively, and differences between groups were calculated using nonparametric Mann-Whitney U tests (p<.05). Results: Overall, 97 respondents (male=55, female=42; mean age= 40.6) from 19 medical schools completed the survey. The respondents consisted of 43 residents, 39 specialists, 6 chief physicians and 9 psychologists. Of the respondents, 97.6% rated didactic competence as either highly relevant or rather relevant for teaching medical students. The highest overall interest was shown for bedside teaching (mode=4; IQR: 2-4) and error culture (mode=3; IQR: 2-4). Respondents expressed the highest training needs for topics regarding presentation and communication (mode=3; IQR: 2-3). Resident physicians were significantly more interested in bedside teaching (U=362.0, p=0.004) and roleplay (U=425.0; p=0.036) than specialist physicians, who were more interested in examination didactics (U=415.0; p=0.022). Chief physicians displayed significantly deeper interest in group dynamics (U=51; p=0.023) than specialist physicians. In-person training was preferred by a majority of respondents, and 27.4% preferred online/web-based training. Conclusions: The majority of physicians and psychologists at psychiatric university hospitals considered professional development for faculty to be helpful for teaching medical students. Bedside teaching and error culture management were the most desired teaching topics for training medical teachers. Tailored educational interventions are recommended, with target-oriented priorities for different hierarchical levels. [ABSTRACT FROM AUTHOR]

Studien i artikeln syftar till att utifrån didaktiskt närmande bidra med kunskap om vad medverkande i ett Utbildnings-, Lärande- och Forsknings-nätverk (ULF-nätverk) skriftligt beskriver kan känneteckna undervisning i förskola år 2023. Vidare är syftet att identifiera likheter och skillnader i svaren på frågan om undervisning i förskola åren 2016 och 2023 i samverkansforskning i Sverige. Det framträder ett underskott på samverkansforskning som belyser professionellas syn på samma fråga om undervisning i förskola över tid, vilket motiverar föreliggande studie. Materialet genererades via frågeformulär med 71 % svarsfrekvens år 2023 och 91 % svarsfrekvens år 2016. Didaktiskt orienterad abduktiv analys har genomförts utifrån omväxlande empiri- och teorinära tolkningsled både i materialet 2016 och 2023. Resultatet utfaller i både likheter och skillnader, inkluderat avståndstagande till undervisning 2016 och frånvaro av avståndstagande till undervisning 2023. Förflyttning kan identifieras mellan att undervisning = lärande 2016 och att undervisning inte = lärande 2023. Vidare betonas vag och vid undervisning där ”allt lärande är undervisning” 2016 och vid undervisning som spontan och planerad 2023. År 2016 är praktiknära handlingar mer framträdande än teorinära spår. År 2023 framträder företrädesvis tydliga spår av praktiknära handlingar, men också spår av teorinära beskrivningar. I likhet med tidigare forskning finns det särskild potential när det gäller metateoretisk nivå. English abstract Teaching in Preschool – According to Written Descriptions in Collaborative Research in the Years 2016–2023 Based on a didaktik approach, the article aims to contribute with knowledge about what characterises teaching in preschool in 2023 based on written descriptions by preschool teachers, principals, and administrative leaders in three school authorities/municipalities in an Education-Learning-Research-network (ULF network). Furthermore, it aims to identify similarities and differences between the answers to the question of teaching in preschool in 2016 and those in 2023 in collaborative research in Sweden. The data were generated via questionnaires with a 71% response rate in 2023 and a 91% response rate in 2016. Didactically oriented abductive analysis has been conducted. The results show both similarities and differences, including distancing from teaching in 2016 and absence of distancing from teaching in 2023. A shift can be identified from teaching = learning in 2016 to teaching not equaling learning in 2023. Furthermore, vague and broad descriptions of teaching, where ”all learning is teaching” in 2016, contrast with teaching described as spontaneous and planned in 2023. In 2016, practical actions are more prominent than theoretical aspects. In 2023, clear traces of practical actions are predominant, but there are also traces of theoretical descriptions. Similar to previous research, there is particular potential regarding the meta-theoretical level.

The study contributes to the nascent digital academic writing tutoring field by applying posthuman thinking while investigating intimate socio-material relations during a participatory action research project. Due to the COVID-19 pandemic (2020–2021), on-campus academic writing workshops moved online to Zoom, Moodle, and Padlet. We became inspired by Jackson and Mazzei’s thinkingwith-theories and Haraway’s concept of diffraction when inquiring into how and why humans and more-than-humans made a difference in digital academic tutoring. Lively conversations emerged inbetween the research matters (tutor logbooks, embodied experiences, course materialities) and authors by diffracting them with the posthuman cyborg, hybridity, and Didaktik. The posthuman cyborg questioned what, who mattered, and why, pointing to embedded humans and more-than-humans shaping fragmented digital relations. Hybridity brought fluidity and fusions of different educational dimensions (openness/structure, teacher/student) to the study. Didaktik suggested that fluid tutoring structures (curriculum) and institutional politics (study credits) interfered with the teacher-student collaboration. We propose a posthuman relational, fluid, and fragmented framework called a hybrid Didaktik when developing teacher-student collaboration across several digital systems. By inviting materialities alongside human experiences into discussions about digital teaching, new practices sensitive to socio-material and political relations may unfold in higher education.

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Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field. [ABSTRACT FROM AUTHOR]

Obwohl zumindest das arbeitsplatz- und berufsbezogene Lernen Erwachsener der institutionalisierten schulischen Bildung vorausging, war systematisches Lernen im Erwachsenenalter nie selbstverständlich. Daher steht die Erwachsenenbildung seit jeher unter Legitimationsdruck. Mit dem Konzept der Teilnehmer*innenorientierung wurde 1980 schließlich eine didaktische Autonomie der Erwachsenenbildung und damit ihre pädagogische Legitimation proklamiert. Es besagt zusammengefasst: Solange die Lernenden als Expert*innen ihrer jeweiligen Lebenswelt und ihrer eigenen Ziele an inhaltlichen und didaktischen Entscheidungen beteiligt werden, wird Bildung demokratischer und mündiger. Doch welche Kompetenzen erfordert dies von den Lehrenden und was bedeutet dies für die Professionalisierung? Aus Sicht des Autors ist diese Rückbindung der Teilnehmer*innenorientierung an den Professionalisierungsdiskurs bisher vernachlässigt worden. Professionalität bezieht sich jedenfalls nicht nur auf eine situationsadäquate Reaktion der Lehrenden, sondern auch auf die Reflexion, Mitgestaltung und Fortschreibung des Kontexts, der die Situation mitbestimmt. (Red.)

The study in this paper aims to contribute knowledge about what characterizes STREAM didaktik in preschool based on a theory-informed teaching arrangement in an ULF[i] network. The study is guided by the question: What can characterize STREAM didaktik in preschool with a focus on literac/y/(ies) in what and who/which questions? Theoretically, the study is connected to three main concepts: STREAM, didaktik and literacy. The material consists of 85 documents, totalling 14, 200 words and 2.5 hours of film focusing on planning and conducting teaching in preschool. The knowledge contribution is: 1) STREAM didaktik with literacy(s) in focus appears as a relation between general didaktik and subject didaktik in preschool, 2) STREAM didaktik with literacy(s) in focus can also be seen as a bridge between opening to the unknown and searching for the known in a movement between planned and spontaneous teaching in preschool, and 3) STREAM didaktik with focus on literacy(s) in what and who/which questions can be tried in terms of STREAM actors. [i] ULF är en förkortning av Utbildning, Lärande och Forskning (https://www.ulfavtal.se/). Länk till vårt ULF-nätverk

Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.

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Im Zentrum des Beitrags steht die Erstellung eines Rasters zur Beobachtung und Beurteilung inklusiven Unterrichts. Die Erarbeitung und Erprobung des Rasters sind als didaktischer Baustein in ein bildungswissenschaftliches Seminar eingebettet. Im Seminar werden pädagogisch-psychologische, schulpädagogische, inklusionspädagogische und sonderpädagogische Perspektiven auf guten inklusiven Unterricht vermittelt und durch die Erarbeitung des Rasters miteinander verknüpft. Das zu erprobende Raster wird bei der Beobachtung inklusiven Unterrichts im Rahmen von Videoanalysen eingesetzt. Dabei steht vor allem eine vertiefte Auseinandersetzung mit den umschriebenen theoretischen Konzepten im Fokus. Auf diese Weise erfahren die Studierenden, wie die theoretischen Perspektiven in der Praxis bei der Planung, Analyse und Reflexion inklusiven Unterrichts wirksam werden können.

Sedan undervisning fick en mer framträdande position i den svenska reviderade läroplanen för förskolan (Lpfö 18) har lärare i såväl förskola som förskollärarutbildning kämpat med att tolka konceptet. När 2011 års skollag trädde i kraft några år tidigare fick förskolans arbete med normer och värden en starkare ställning. Mot bakgrund av detta blir det intressant att studera båda dessa stärkta mandat – undervisning och värden. Med utgångspunkt i erfarenheter från ett didaktiskt och pragmatiskt informerat undervisningsupplägg är syftet med denna artikel att bidra med kunskap om vilka värderingar som kan framträda i undervisning i förskola. Det empiriska material som genererats genom undervisningsupplägget består av totalt 364 dokument, inklusive 64 videoinspelningar. Detta genomfördes på cirka 120 förskolor och/eller förskoleavdelningar i tio svenska kommuner. Analysen har en didaktisk ansats och kan metodologiskt beskrivas som abduktiv analys. Resultatet indikerar att pragmatiskt informerad undervisning om värden kretsar kring sociala värden, såsom demokrati och (barns) delaktighet. I förskolans praktik är undervisningen organiserad som möjligheter till reflektion, samt som ett ”flerdeltagande”. Vidare framträdde spår av flerstämmighet i relation till kunskapsinnehåll som samspelar på flera olika nivåer samtidigt. ENGLISH ABSTRACT Focusing values. On the didactic question “what” in pragmatically informed teaching in preschool In 2018 teaching was enhanced in the Swedish revised curriculum (Lpfö 18). Both in the preschool practice and in teacher preparation, teachers seem to struggle with the concept. When the Swedish Education Act of 2011 entered into force, the work of preschools with norms and values was also accorded a stronger position. In light of this, it becomes interesting to study both of these strengthened mandates – teaching and values. Drawing upon experiences from a didaktik and pragmatically informed teaching approach, the aim of this article is to contribute with knowledge of what kind of values that can appear in the teaching at the participating preschools. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried out in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that pragmatically informed teaching of values revolves around social values, such as democracy and (children’s) participation; in the preschool practice, the teaching is organized as opportunities for reflection and ”multiparticipation”. Additional traces of multivocality emerged from integrative knowledge content moving within and between various value levels.

Mit dem Lehrberuf gehen kulturell imprägnierte, idealisierte Wirkungsannahmen über pädagogisches Handeln einher, die bloß unzureichend die Unwägbarkeiten von Schulunterricht berücksichtigen. Inwiefern Phänomene wie Praxisschock, Dropout oder Burnout unter Noviz*innen hiermit zusammenhängen, wird seit den 1980er Jahren untersucht. Der Beitrag analysiert, inwiefern Spielfilme, die herausfordernde Unterrichtssituationen zeigen, als Erkenntnisvehikel taugen, um etablierte Vorstellungen über die Wirkung von Lehrkräften wie sie Hollywood etwa in Filmen wie Dangerous Minds (1995) erzählt, zu irritieren. Als Erweiterung werden europäische Spielfilme wie Class Enemy (2013), die ambivalentere Lehrkräfte porträtieren, auf ihr Potenzial für die Lehrer*innenbildung hin diskutiert.

Reflektion.