27 SES 10 A, Didactics in Europe beyond Fragmentation? Analyses of Teaching-Learning Practices through Case Studies: Part 1
Following the two symposia organized in Istanbul (2013) and in Porto (2014), the 2015 symposium brings together researchers from four countries, France, Sweden, Germany, and the UK, and seeks to continue a development of mutual understanding between educational researchers with interests in teaching and learning practices involving specific subject areas.
At the same time this symposium is to strengthen our conjoint efforts to get beyond fragmentation (Hudson and Meyer, 2011), to reinforce a productive dialogue among European researchers focusing on education and teacher-student interaction in particular, and to bring cohesion to the didactic field in a manner that respects plurality and is enriched by diversity.
Our starting point is analysis of classroom instruction from different research perspectives and traditions in didactics, based on empirical data (short videos extracts of 5 minutes maximum, and information on the lessons shown). Based on / with reference to these data, the participants present and discuss core concepts of their didactic approaches (e.g. the notion of meaning of knowing; transaction, stand fast and encounter; epistemic game; sense construction, developmental tasks and Bildungsgang). The didactic approaches, as well as their underlying epistemic and methodological theories, are explored and compared in the symposium.
The analyses of the teaching-learning interactional processes are based on the description of what the actors in class do and say, which refers to a theoretical frame of acting in class. This theoretical frame can be expressed in terms of French “savoirs” (knowledge or knowing), “relations didactiques”, of John Dewey’s “negotiation of meaning” and of “intergenerational discourse” or other terms according to the different scientific communities. These terms or, more broadly, forms of theorising, can be considered as “markers” of the different didactic systems which we want to explicate in the symposium.
We will discuss the didactic theories and models with respect to their national traditions, but also in view of the ever changing, globalizing world. The programme will therefore include an attempt e at rethinking specific didactic traditions and positions, at facing challenges of a European perspective and at developing general/common didactic ground.
Andersson, J., Östman, L. & Öhman, M. (in press). I am Sailing – Towards a Transactional Analysis of „Body Techniques”. Sport Education and Society. Chevallard, Y. (2007). Éducation et didactique, la tension essentielle, Éducation & Didactique, vol. 1 : 9-28. Comenius, J.A. (1657/1957). “Didactica magna”. In: Opera Didactica Omnia. Vol. I. Prague: Academia Scientiarum Bohemoslovaca (= Czech Academy of Sciences), main editor Otocar Chlup: 1–196. Dewey, J. & Bentley, A. F. (1949/1991). Knowing and the known. In J. A. Boydston (Ed): The Later Works, 1925-1953, Vol. 16: 1949-1952, pp. 1–294. Carbondale: Southern Illinois University Press. Ekström, A. (2012). Instructual work in textile craft - studies of interaction, embodiment and the making of objects. Stockholm: Department of Education in Arts and Professions. Gruson, B., & Loquet, M. (coord.) (2014). Multivocal analyses of a teaching unit: when dancing is taught in English in primary school. Symposium at European Conference on Educational Research / European educational Research Association EERA/ECER, The past, the future and present of educational research in Europe, Porto, Portugal, 1-5 September. Hudson, B., & Meyer, M. A. (eds.) (2011). Beyond Fragmentation: Didactics, Learning, and Teaching. Barbara Budrich Publishers, Opladen and Farmington Hills. Sensevy, G. (2011). Le Sens du Savoir. Eléments pour une théorie de l’action conjointe en didactique. Bruxelles: De Boeck.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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