By Michael Uljens

ISBN-10: 0203304772

ISBN-13: 9780203304778

ISBN-10: 0585128421

ISBN-13: 9780585128429

ISBN-10: 0863777007

ISBN-13: 9780863777004

ISBN-10: 0863777015

ISBN-13: 9780863777011

During this publication a brand new thought on guideline is gifted - a reflective idea of faculty didactics - uniquely incorporating continental German and Nordic examine traditions within the thought of didactics (Didaktik), including Anglo-American learn on instructing (instructional learn) and cognitivist idea. institution didactics is outlined as a box of analysis inside of normal schooling. This box is restricted to investigate and concept aiming at figuring out the pedagogical perform which happens in institutionalized academic settings guided via a curriculum jointly agreed upon. because the thought is designed to be legitimate for institutionalized schooling framed by way of a politically permitted curriculum, it's a culturally obvious nearby thought of schooling, no longer a common one. in response to this college conception the basic gains of an institutionalized pedagogical method consist within the intentional, interactional, teaching-studying-learning approach that's culturally and traditionally built and positioned. in spite of the fact that, the current version doesn't explicitly formulate targets nor the technique of academic perform. relatively, the version emphasizes the trainer and pupil as reflective and intentional topics the place the instructor is performing because the consultant of the collective but in addition because the newcomers' suggest. due to this the idea awarded isn't a normative or prescriptive thought, as an alternative it's a reflective conception.

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Additional info for School Didactics And Learning: A School Didactic Model Framing An Analysis Of Pedagogical Implications Of learning theory

Sample text

If both the teacher’s and the student’s understanding of a situation is that they participate in a common TSL process (with the intention to teach and to learn) then this is enough to make teaching occur. An activity identified as teaching should not be made dependent on individual student’s intentions or the result of the process in terms of learning achievements. Making teaching dependent on student’s intentions would lead, in a classroom, to the conclusion that whether the teacher is teaching or not depends on from which student’s perspective the classroom reality is described.

In this sense didactics is limited to being an analytical instrument helping us to structure and understand pedagogical practice. It is thought that a scientific theory should not answer questions requiring normative answers like the ones above. This does not mean that one could not investigate what values are realized in some specific educational setting or programme or why certain teaching methods or contents are chosen. Even though it was said above that teaching is seen as educative instruction, didactics is not equated with any theory of teaching only.

It is also important to recognize that when the relation between teaching and learning has been discussed thus far, it has not been done within the theory of didactics. Rather, the previous analysis may be characterized as an ontological reflection on teaching, studying and learning and the relations between these phenomena. One of the most important results of the previous discussion is that when the theory of didactics is developed, one must necessarily pay attention to the intentions and the intentional activities of the teacher and the learner.

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School Didactics And Learning: A School Didactic Model Framing An Analysis Of Pedagogical Implications Of learning theory by Michael Uljens

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