02 SES 07 A, Didactics, Self-Organised Learning And Workplace Learning In VET
Parallel Paper Session
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.
Selected! Ghaye, T (2010). Teaching and Learning Through Reflective Practice. London: Routledge. Hundson, B., Meyer, M A. (2011). Beyond Fragmentation Didactics, Learning and Teaching in Europe. Leverkusen: Germany. Janik, T., & Kansanen, P. (eds.) (2009). Studies on teaching and learning in different school subjects. Orbis Scholae, 3(2). Thematic issue. Charles University in Prague & Masaryk University in Brno. Hopmann, S. (1997). Wolfgang Klafki och den tyska didaktiken. In: M. Uljens (ed.) Didaktik – teori, reflektion och praktik. Lund: Student¬litteratur. Hopmann, S. (2000) Klafki’s model of didaktik analysis and lesson. In: I. Westbury, S. Hopmann & K. Riquarts (eds.) Teaching as a reflective practice. The German didaktiktradition. London: Erlbaum. Kansanen, P. (2009). The curious affair of pedagogical content knowledge. Orbis Scholae, 3(2), 5-18. Kansanen, P. (2009). Subject-matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge? Pedagogy, Culture & Society, 17(1), 29–39. Meyer, M A. (2010). A view on didactics and instructional planning from the perspective of research on learner development and educational experience. In Èducation & Didactique, Vol 4-Nr2. Nijhof W. J., Heikkinen A., Nieuwenhuis L. (2002). Shaping flexibility in vocational education and training: institutional. The Netherlands: Kluwer Academic Publishers Sorensen, C. (2005). Learning by leaving: placements abroad as a didactic tool in the context of vocational education and training in Europe. Luxembourg: Office for Official Publications of the European Communities. Uljens, M. (1997). School didactics and learning. Hove, East Sussex: Psychology Press. Uljens, M. (Ed.) (1997). European Identity in Change - The meeting between Russian, German and Nordic Educational Traditions (Report no 10). Vasa: Åbo Akademi University, Department of Education. 212 s. ISBN 951-650-960-6. Wenerstam C.-G & Hansen SE (2006) Models of Didaktik in classrooms - implications for practice. Vasa: Åbo Akademi. Westbury I, Hopmann S. & Riquarts K. (eds.) (2000). Teaching as a reflective practice. The German didaktik tradition. London: Erlbaum
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