27 SES 11 B, Comparative Didactic Analyses of Science Education and Physical Education and Health in Sweden, Switzerland and France Part 1
Symposium to be continued in 27 SES 12 B
Teachers handle different kinds of didactical dilemmas in their everyday classroom practices. For example, teachers need to decide on what content to teach, what manners of teaching to use and how they will work together with the students in their classes. Research on teaching traditions and learning show that these and similar examples does not have any clear or obvious solution, but rather needs to be handled in one way or another by the teachers (i.e. Forest, 2017; Lidar et al., 2017; Marty et al., 2018). In this paper I will illustrate and discuss how teaching traditions can be used as an analytic framework in working together with teachers in their dealing with educational dilemmas. In a framework developed in the project – Didactical Development Dialogue – the studies of teaching and learning take dilemmas identified and formulated by teachers as starting point for studies and development of teaching practices (Almqvist et al., 2017). This model is inspired both by studies in educational action research (cf. Kemmis, McTaggart & Nixon, 2014), and didactical research involving researchers and teachers together (cf. Sensevy et al., 2013; Wickman; 2012). The framework contributes to research in comparative didactics by using the variations and patterns identified in various practices as a base for reflection (cf. Ligozat et al., 2015). A didactical development dialogue always ends with concluding remarks and reflection by the teacher who formulated the dilemma in the first place. Comparative didactic research can be seen as a part of the wider field of comparative education (cf. Manson, 2011), but with the specific ambition to focus on issues about teaching, learning and educational content (Ligozat & Almqvist, 2018). In the study presented in this paper comparisons are used to clarify and discuss things taken for granted in various practices and to search for knowledge about teaching and learning beyond the cases studied. The study show how results from research on teaching traditions and learning may be used for dealing with didactical dilemmas, with the challenges they may result in for teachers in their teaching practices, and how they can be used for teachers’ development of didactical competence and professional judgment.
Almqvist, J., Hamza, K & Olin, A. (Eds.)(2017). Undersöka och utveckla undervisning [Investigating and developing teaching]. Lund: Studentlitteratur. Forest, E. (2017). Interroger les “manièrs d’ensigner” l’édication physique en France à la lumière d’une comparaison France- Suéde. Toulouse: University of Toulouse. Kemmis, S.; McTaggart, R. & Nixon, R (2014). The action research planner: Doing critical participatory action research. Singapore: Springer. Ligozat, F. & Almqvist, J. (2018). Conceptual framworks in didactics – learning and teaching. Trends, evolutions and comparative challenges. European Educational Research Journal, 17(1), 3-16. Ligozat, Florence; Amade-Escot, Chantal & Östman, Leif (2015). Beyond subject specific approaches of teaching and learning: Comparative didactics? Interchange, 46(4), 313-321. 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. Manson, M. (2011). Comparative education. The construction of a field. New York: Springer. Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043. Wickman, P.-O. (2012). How can conceptual schemes change teaching? Cultural Studies of Science Education, 7. 129-136.
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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