This Symposium focuses on the central theme “from teaching to learning” of ECER 2008. In particular the contributions will consider the implications for teachers’ work as a result of any shift from teaching to learning whether this arises from changes in policy, practice and/or wider societal change. As its starting point each contribution will take the theme in the form of a question with a central focus on the relation between teaching and learning. Furthermore it will consider the ways in which this relation is changing as the starting point for thinking about both research and education in a wider context of societal change. Forms of communication in informal settings and cultures of working in the wider society are changing quite rapidly at the present time. Such societal change can be seen to be the result, in part at least, of the impact of contemporary and emerging technologies, such as wireless technology, mobile devices and social software. However what do we know about how these changes are having an impact of the expectations of students and on cultures of teaching, learning and assessment? Furthermore what are the consequences for the working practices in formal educational settings? In drawing attention to the relation between teaching and learning, there is an associated need to consider what the question may not give attention to. For example, from a didactical perspective, we need to consider what is to be taught, what is to be learned and why. In turn this raises questions about the role of subjects and subject didactics and also, most significantly for many traditions within Europe, about the concept and place of Bildung. Accordingly a major question that arises from any shift in practice from teaching to learning is what are the implications for teachers’ work? Coming as it does soon after the decision of the European Council on measures for “sustaining and improving the quality of teacher education within a career-long perspective” this symposium is timely. The decision of the European Council emphasises the changing role of teachers, who are seen to retain a traditional role for “imparting knowledge” but a changing role in the future involving greater emphasis on supporting learners “as tutors, guiding learners on their individual pathway to knowledge”. Such changes are will create new demands for teachers who not only are seen to need to “develop new learning environments and approaches to teaching” but who also need “a high degree of professionalism”. Furthermore the contexts of formal educational settings are seen to be changing as schools become “more autonomous and open learning environments”. These changes are seen to present teachers with opportunities to assume ever greater responsibility for the content, organisation and monitoring of the learning process, as well as for their own personal career-long professional development.

The presenters draw on a range of theories and methodologies as reflected in the abstracts for each contribution.

This symposium aims to contribute to the advancement of the field of research on didactics, learning and teaching as part of a wider discussion about university-based teacher education and educational sciences in a wider European context.