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Mathematical knowledge for teaching and mathematics didactic knowledge: a comparative study
This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge:...
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Mangling Didactic Models for Use in Didactic Analysis of Classroom Interaction
The purpose of this chapter is to illustrate the idea behind the notion of mangling as part of the empirical development of didactic models. Didactic...
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Spatial Conditions of Collectivity in the South-European Context
The issues raised within the New European Bauhaus directly point to the question of the collective, both as a spatial as well as a social notion. In...
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Didactics in a Changing World – Introduction
Thinking systematically about teaching and learning in relation to the knowledge contents and domains structured in the curriculum traditionally...
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European Didactic Traditions in Mathematics: Introduction and Overview
European traditions in the didactics of mathematics share some common features such as a strong connection with mathematics and mathematicians, the...
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Preserving Historical Memory through Educational Silence Practice
The article deals with the didactic and methodological foundations of silence in learning, focused on students’ reproduction of their own meanings...
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Teaching Music: Old Traditions and New Approaches
In the previous chapter we saw how, for several reasons, a threat is being posed towards the traditional model of instrumental musical education that...
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Studie 1 From Connectedness and Learning to European and National Identity. Results from Fourteen European Countries
The aim of this chapter is to analyse the concepts of national and European identities through a multidisciplinary lens and to examine empirically...
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Comparative Didactics. A Reconstructive Move from Subject Didactics in French-Speaking Educational Research
This chapter aims at clarifying the purposes of the development of Comparative didactics in the French-speaking educational research, and the...
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Transformation of School Science Practices to Promote Functional Scientific Literacy
The incorporation of socioscientific issues into science teaching to promote students’ scientific literacy may require that science teachers...
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Person-centred care on the move – an interview study with programme directors in Swedish higher education
BackgroundThere is an increasing trend towards person-centred care (PCC) worldwide, suggesting that PCC should be mastered by future health care...
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An anthropological point of view: exploring the Chinese and Japanese issues of translation about teaching resources
The aim of this study is to advance understading of teachers’ and researchers’ work, in particular its cultural specificities, from a resource...
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A Nation-Building Tool Under Pressure?: “Invisible Nations”, European Integration and History Teaching after 1945
The scattering of the Nation’s historical narratives is a standard theme when assessing the state of history teaching throughout Europe. The tension...
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Outdoor education in a Finnish hospital school: Let’s open the doors and take a forest walk
In this article I share student and teacher experiences of forest walks (in Finnish: Metsäkävely) as a form of outdoor education in a Finnish special...
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Early Childhood Teacher Education in Germany—Insights into Traditions, Reforms and Current Challenges
Early childhood teacher education in Germany has a long non-academic tradition. From the beginning of the twentieth century, early childhood teacher...
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Pedagogical Content Knowledge and Subject Didactics – An Intercontinental Dialogue?
This chapter addresses a relevant issue world-wide which is identifying and measuring the components of a teacher’s professional knowledge or...
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Addressing Gender in French Research on Subject Didactics: A New Line of Investigation in Physical Education
This chapter is about a French didactique research program that explores how institutionalized teaching and learning processes, which are fundamental...
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From ‘Didactics’ to ‘Curriculum-and-Didactics’ and Beyond: A Non-affirmative Approach to the Analysis of the Changes in Didactics in Mainland China
Beginning with a resounding remark about how to regenerate a new civilization made by a Chinese modern philosopher, Hu Shih, this chapter briefly...
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Mathematics teacher education in the Czech Republic and Hungary: commonalities and differences
The aim of the paper is to show whether the systems of mathematics teacher education in two countries whose historical development may seem quite...