27 SES 12 B, Comparative Didactic Analyses of Science Education and Physical Education and Health in Sweden, Switzerland and France Part 2
Symposium continued from 27 SES 11 B
In this symposium we will present some of the results from an international research project called “Teaching traditions and learning. Comparative didactic analyses of science education and physical education and health in Sweden, Switzerland and France”. During the period 2013-2018 researcher from three countries have participated in the project. The aims of the project are (1) to identify teaching traditions – manners of teaching that many teachers use – within subjects and to analyze the pros and cons of each of the traditions regarding learning, and (2) to use the research findings to design learning activities together with teachers, in order to develop and consolidate professional tools and conceptual frameworks with which teachers are able to improve their teaching in accordance with certain purposes and values.
The project is built on a comparative didactic approach (cf. Caillot, 2007; Ligozat et al., 2015; Mercier et al, 2002). Studies in comparative didactics are productive in that they contribute with knowledge about different ways of teaching and learning of specific subject content (Caillot, 2007). The differences and similarities identified in the studies help to describe teaching and learning in each school subject more precisely and thereby generate new knowledge about different school subjects (cf. Forest et al., 2018; Marty et al, 2018).
In order to maximize the findings of different teaching traditions we make comparative investigations in four subjects (biology, chemistry, physics and physical education and health) in four countries (France, Sweden and Switzerland), within these four subjects between the three countries and between these four subjects and between countries. We perform studies from a pragmatic perspective on teaching and learning in the field of comparative didactics of surveys, texts, interviews and observation.
The theoretical background for in the project is built on French and Nordic traditions of didactics inspired by Dewey and Wittgenstein among others. More specifically, we use the concepts habits and teaching traditions in order to describe and discuss teachers’ privileging of educational goals, content and manners of teaching (cf. Lundqvist, 2012). Furthermore, we use the research results in our work together with teachers to contribute to professional development (i.e. Le Brun et al, 2018), a line of work that has led us to studies about recognition between participants (Olin, 201; cf. Groves et al 2016).
In the first part of this double symposium we present the theoretical and methodological point of departure for the project, and we especially focus on how these have been used and developed in the research process. First, starting from a comparative didactics tradition, we have developed a model for doing research together with teachers called Didactic development dialogue. Secondly in studies of meanings making in classroom practice, studies of the role of organizing purposes and selection have been done in the project. Thirdly, models for and reasoning about collaboration between teachers and researchers and challenges that it entails have been developed and used.
In the second part we present results from further empirical work on teaching traditions and learning. It consists of a study about the relation between teaching traditions and teaching practice in a comparison between teaching in Sweden and Switzerland, a study about how teaching traditions are enacted in practice and, finally, a study about how teachers’ changed behavior and self-regulation is constituted when teaching traditions is challenged.
Caillot, M. (2007). The Building of a New Academic Field: the case of French didactiques. European Educational Research Journal, 6(2), 125-130. Forest, E., Lenzen, B. & Öhman, M. (2018). Teaching traditions in physical education in France, Switzerland and Sweden: A special focus on official curricula for gymnastics and fitness training. European Educational Research Journal, 17(1), 71-90. Groves, C. E.; Olin, A & Karlberg-Granlund, G. (2016). Partnership and recognition in action research: understanding the practices and practice architectures for participation and change. Educational Action Research, 24(3), 321-323. Ligozat, F.; Amade-Escot, C. & Östman, L. (2015). Beyond subject specific approaches of teaching and learning: Comparative didactics? Interchange, 46(4), 313-321. Le Brun, S.; Morellato, M. ; Sensevy, G. & Quilio, Serge & (2018). Cooperative engineering as a joint action. European Educational Research Journal. 17(1).187-208. Lundqvist, E., Almqvist, J., & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127. Marty, L., Venturini, P., Almqvist, J. (2018). Teaching Traditions in Science Education in Switzerland, Sweden and France: A comparative analysis of three curricula. European Educational Research Journal, 17(1), 51-70. Mercier, A., Schubauer-Leoni, M. L., & Sensevy, Gérard. (2002). Vers une didactique comparée. Revue Française de Pédagogie, 141.
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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