Earlier studies like the one by Klaus Hoffmann (c.f. 1996, p.95) indicates that the literature on didactic models offers “a confused profusion of planning strategies, and especially the beginning teachers are faced with a considerable classroom dilernma”.  Moreover Hoffmann argues that “there is hardly any sufficiently well-founded theory of teaching on the basis of which specific and individual instructional models of practice and action could be substantiated, transferred and integrated”.  This claim, with additional arguments, is to be found in subsequent research on didactic particularly in what can be called the German and Nordic tradition (e.g. Kansanen 2009, Meyer, 2010, Uljens 1997). In the subject/area of vocational education and training (VET) participants involved in the learning process are systematically challenged by a complex and multidimensional variation in context with demands for innovative approach to didactics.

The paper acknowledges that depending on perspective and even language the concept didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in Germanic and Latin languages is termed ‘didactics’, is well documented in the research literature (e.g. Wetsbury, Hoppmann & Riquarts, 2000). The paper claims that beyond transcending the language discussion there is indeed a need, particularly relevant for VET, to develop a close linkage between what some authors (e.g. Wenerstam & Hansen, 2006) consider “an empirically based” side of didactics associated to empirical findings and the “non-empirical” associated theoretical constructs for understanding the teaching-learning process.

The papers critically revisits a number of influential didactical works both from German, Nordic and Anglo-Saxon contexts in search to contribute to the development of didactics for specific intricate subject of vocational education and training. The paper does not intend to propose alternative solutions but suggest lines of development, encourage discussions and the further research that is required.

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