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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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Curriculum Development in Estonia: 30 Years in the Crosswinds of Europeanization and Globalization
The chapter discusses the political and ideological changes in the curricula since regaining independence in 1991 from the point of view of...
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Curriculum–Didaktik and Bildung: A Language for Teaching?
This chapter is about the encounter between curriculum and didaktik as a single field of study. Moreover furthermore, it introduces theoretical...
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Makers, Not Users: Inscriptions of Design in the Development of Postdigital Technology Education
This paper directs attention to a recent government-led school development initiative in Denmark, where a broad concept and practice of design became...
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Curriculum Development in Estonia: 30 Years in the Crosswinds of Europeanization and Globalization
The chapter discusses the political and ideological changes in the curricula since regaining independence in 1991 from the point of view of...
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Bringing Content Back in: Perspectives from German Didaktik, American Curriculum Theory and Chinese Education
Informed by, but going beyond, Michael Young and his colleagues’ project of ‘bringing knowledge back in’, this chapter (re)introduces...
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Programming in school technology education: the sha** of a new subject content
In Sweden, as in many other countries, programming has been added to the curriculum in recent years. This paper explores how and under what...
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Epistemic Fluency and the Pedagogical Challenge of Fake News, Historical Denial, and Rival Histories
Epistemic wobbling is an identified problem among history teachers who today steward their students through critical engagement with fake news,...
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The Return to Bildung in the Shape of Learning Outcomes
Education policy development internationally as well as in Norway has come to reflect a widespread expansion of learning outcome orientation in...
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Recontextualizing and Translating Twenty-First-Century Competencies into Curriculum
There has been a significant body of literature produced by Asian researchers that describes how twenty-first century competencies are...
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Recontextualizing and Translating Twenty-First Century Competencies into Curriculum
There has been a significant body of literature produced by Asian researchers that describes how twenty-first century competencies are...
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The Return to Bildung in the Shape of Learning Outcomes
Education policy development internationally as well as in Norway has come to reflect a widespread expansion of learning outcome orientation in...
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Curriculum Inquiry, Didaktik Studies and L1 Education: Framing and Informing the L1 Subjects
This chapter takes as its reference point an important debate in recent times addressed to the possibilities for dialogue between (Anglo-Saxon)...
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A touchstone of Finnish curriculum thought and core curriculum for basic education: Reviewing the current situation and imagining the future
Pandemics, like other global challenges, are unquestionably curricular issues. They are curriculum issues not only because of the disrupting...
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Bildung and Twenty-First Century Competences: In Need of Mutual Recognition?
Internationally, curriculum policy is often shaped through either content-based or competence-based curriculum approaches. Considering these two...
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Managing the Tension Between the Known and the Unknown in Knowledge-Building: The Example of the Play-Responsive Early Childhood Education and Care (PRECEC) Project
This project was aimed at taking on the challenge of develo** a didaktik for preschool, through empirical and theoretical work. The design was...
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Non-affirmative Education Theory as a Language for Global Education Discourse in the Twenty-First Century
Given the crisis of neoliberal education policy in operation since the 1990s, non-affirmative theories of general education, didactics, and subject...
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Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers’ Orientation Towards Promoting Bildung in Chemistry Education
There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in...
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Bildung and Literacy in Subject Danish: Changing L1 Education
The chapter contributes a case-study of the L1 subject Danish in the light of respectively Bildung and literacy, concluding in a discussion of these...
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Learning, Teaching, and Didaktik
In this chapter, our perspective on teaching, learning and didaktik are presented. What we refer to as didaktik highlights issues concerning content...