Convenors as Dialogue Partners

Dear reader,

We, the convenors of EERA’s network 27, Didactics, Learning and Teaching, search for common ground in our field of research. For such an approach, we need dialogue partners. We invite you to get in contact with one or the other of us:

  • if you have questions related to our fields of special interest as described below,
  • if you need specific information concerning EERA activities, e.g. the submission of proposals for the annual conferences, the ECERs,
  • if you are a new in our fields of research and welcome the chance to get advice and counselling
  • or if you are a young researcher, e.g. a PhD student, and need expanded counselling in entering this research field.

For a start, one may say that all our questions can be placed around the so-called didactic triangle (teacher - student - subject matter) which can be traced back to antiquity.
But of course this is only a start programme. We see far-reaching challenges we would like to discuss, and at the same time we look forward to answering basic questions.

Please feel free to ask for what you need for your capacity building and for discussion, but try to relate it to the basics. We give a very short identification and description of our special interests below so that you can find out who may be the best dialogue partner for you from our side, and our e-mail addresses.

Why we would like to start a dialogue

Didactics, Learning and Teaching covers common ground in Europe, but there are no clear boundaries for the fields of research, and theory construction and empirical research are characterized by great diversity. There are countries with general and subject didactics, countries with only subject didactics, and there are the English speaking countries where didactics is no university discipline.

This invites cooperation across Europe, and it invites joint research with other EERA networks such as the network on teacher education and professional development, on curriculum studies, on ICT education, and subject didactics networks such as “sport pedagogy”, “mathematics education research”, “art education” etc.

We hope to have given sufficient argumentation why we look forward to starting a dialogue with you.

Convenors and the Research Interests

(1) Prof. Dr. Bernard Schneuwly

Bernard Schneuwly is member of GRAFE (Groupe de recherche pour l’analyse du français enseigné), Section des sciences de l’éducation, Faculté de psychologie et des sciences de l’éducation, Université de Genève, 40, Boulevard Pont d’Arve, CH-1205 Genève, Switzerland. E-mail: Bernard.Schneuwly(at)unige.ch

Special interest: “History and theory of subject didactics, teaching resources, teacher’s work and the enacted curriculum”. This includes research on the use of curriculum material by teachers, lesson planning and the consequences on the content being taught.

(2) Prof. emeritus Dr. Helmut Vollmer

Helmut Vollmer is professor emeritus at the University of Osnabrück, Department of Languages and Linguistics. E-mail : hvollmer@uos.de

Special interest: “General subject didactics, subject literacies, language across the curriculum“. This includes the development of subject didactics / domain specific didactics all over Europe fostering the conception, construction and implementation of general subject didactics in addition to and competitive with general and comparative didactics.

(3) Prof. Dr. Stefan Hopmann

Stefan Hopmann is professor at the Institut für Bildungswissenschaft, Universität Wien. E-mail: stefan.hopmann(at)univie.ac.at

 Special interest: “Comparative curriculum studies”. Hopmann puts special emphasis on historical / theoretical issues (how come specific traditions about) as well as empirical studies (how do fields such as accountability, school development or teacher education unfold within different curriculum cultures). This includes different didaktik and curriculum traditions. Hopmann is general editor of the “Journal of Curriculum Studies.

(4) Prof. Dr. Kirsti Klette

Kirsti Klette is professor at the Oslo University Department of Teacher Education and School Research, Fysikkbygningen, Oslo.  E-mail: kirsti.klette(at)ed.uio.no

Special interest: “Lenses for Classroom Observation and Video Studies”. “Lenses” is to be understood as a metaphor inviting micro-analysis of content, methodology and theory construction. It includes comparison of research designs, categorizing and / or measuring tools, connecting scales of analysis, coupling qualitative / quantitative methods etc.

 (5)Prof. emeritus Dr. Meinert A. Meyer

 Meinert Meyer, link convenor, is professor emeritus at the Faculty of Education, Psychology, and Physical Education, Department of School Pedagogy, Hamburg University, Von-Melle-Park 8, D - 20 146 Hamburg, Germany. E-mail: meinert.meyer(at)uni-hamburg.de

Special interest: “Paradigms for didactic research in Europe”. This includes didactic theory construction, the historical and socio-cultural background of didactic traditions, and the potential of their evolution. A particular interest lies in the biographical background of teachers and students as they determine their classroom activities. Meinert Meyer is co-editor of “Zeitschrift für Erziehungswissenschaft"

 (6) Prof. Dr. Gérard Sensevy

Gérard Sensevy is Professor of Educational Sciences, CREAD (Research Centre on Education, Learning and Didactics), European University of Brittany, France. E-mail: gerard.sensevy(at)bretagne.iufm.fr

Special interest: “Joint Action Theory in Didactics”. This included work reflecting on the relationships between theoretical frameworks built and used in didactics and inspiring concepts being developed in related academic fields such as psychology, linguistics, anthropology, social cognition etc. leading to a second heading: “Didactics and the Learning sciences” which is meant to signal an increasing interest in Europe in this new field of research. Gérard Senevy works in mathematics didactics. He is editor of “Éducation et didactique”

(7) Prof. Dr. Brigitte Gruson

Brigitte Gruson is Associate Professor, CREAD (Research Centre on Education, Learning and Didactics), European University of Brittany, France. E-mail: brigitte.gruson(at)bretagne.iufm.fr

Special interest: “Joint Action Theory in Didactics and second language education”. This includes more particularly the use of concepts developed in JATD and foreign language didactics to study the teaching and learning of foreign languages, especially English in primary education.  Brigitte Gruson is specialised in foreign and second language education. She is particularly interested in the use of videoconferencing to teach and learn foreign languages and in Content and Language Integrated Learning (CLIL) and teaching.

(8) Dr. Florence Ligozat

Florence Ligozat, deputy link convenor, is Maître-assistante, Groupe de Recherche en Didactique Comparée. Faculté de Psychologie et des Sciences de l'Education, Université de Genève.
E-mail: florence.ligozat(at)unige.ch

 Special interest: “Frameworks for comparing teaching and learning actions across subjects and contexts”. This includes works on Joint Action Theory in Didactics (JATD), but also other approaches based on action as the departure point for analysing teaching strategies, learning processes, and content being taught and learnt.

(9) Prof. Dr. Brian Hudson

 Brian Hudson, former link convenor, is Head of the School of Education and Social Work, University of Sussex, UK. E-mail: B.G.Hudson(at)sussex.ac.

Special interest: “ICT in education”. This includes understanding the use of information and communication technologies in the classroom as one of the major challenges of present-day didactics. Hudson’s research work focuses on the role of ICT in the different subjects to be taught. He puts special emphasis on research on teaching and learning mathematics.

(10) Prof. Dr. Jens Dolin

 Jens Dolin is Head of the Department of Science Education, University of Copenhagen. E-mail: dolin(at)ind.ku.dk

Special interest: “Science education as science didactics”. This includes the political dimension of schooling and school development, but also learning and teaching of science in schools and out of schools (with special emphasis on science processes, science competences, authenticity). It includes citizenship aspects of science education (scientific literacy and “Bildung”). In addition to that, Dolin works in the field of student assessment in science education with the aim of designing and implementing new methods that combine formative and summative assessment.

(11) Prof. Dr. Ingrid Carlgren

Ingrid Carlgren is Professor of education, Stockholm University
E-mail: Ingrid.carlgren(at)inca.su.se

Special interest: “Theory of subject didactics, teaching resources, teacher’s work and curriculum”. This includes research on the use of curriculum material by teachers, lesson planning and the the content being taught. It also includes the question whether there is a European or even a worldwide shift from teaching to learning.

(12) Dr. Jonas Almqvist

Jonas Almqvist, deputy link convenor, is Associate Professor at the Department of Education, Uppsala University, Box 2136, 750 02 Uppsala, Sweden. E-mail: jonas.almqvist(at)edu.uu.se

Special interest: “Comparative didactics”. This includes research on the relationship between teaching traditions and learning in different subjects and countries. Almqvist is specialized in science education and his work focus on political aspects of teaching and the relationship between educational content and students’ learning in classroom practice. In addition to this, Almqvist work in the research fields of preschool education and physical education and health.

(13) Dr. Carol Taylor

Carol Taylor is Reader in Education in the Sheffield Institute of Education, Sheffield Hallam University, 122 Charles Street, Sheffield, S1 2NE. E-mail: C.A.Taylor(at)shu.ac.uk

Special interest: Carol's research interests are gender, space, power and practices of learning and knowledge production in further and higher education. Carol’s research has a strong interdisciplinary focus.  

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