TNTEE Publications - Didaktik/Fachdidaktik

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ACKNOWLEDGEMENTS The production of this publication has received financial support from the European Commission, DG XXII (Education, Training and Youth) via its support for the Thematic Network for Teacher Education in Europe (TNTEE) and also through the support given to the SOCRATES European Module DIDAKTIK. Support with copy editing Wordwise Edit: wordwiseed@aol.com The full version of each TNTEE publication is found at http://tntee.umu.se/publications Paper versions may be ordered at a nominal cost from the editorial office in Umeå: Marie Kårebrand (marie.karebrand@adm.umu.se) TNTEE Editorial Office SE-901 87 Umeå Sweden Copyright © 1999 TNTEE and the Authors Layout: Peter Eriksson, LITU Printed in Umeå, Sweden ISSN 1403-5782
Contents Acknowledgements Preface 1 Section I: General Didactics 1. Helmut Seel Allgemeine Didaktik (General Didactics) and 13 Fachdidaktik (Subject Didactics) 2. Pertti Kansanen The Deutsche Didaktik and the American 21 Research on Teaching 3. Brian Hudson Seeking connections between different perspectives 37 on teacher education: in support of a science of the Teaching Profession 4. Birgit Pepin Existing models of knowledge in teaching: developing an understanding of 49 theAnglo/American, the French and the German scene 5. Friedrich Buchberger and Irina Buchberger Didaktik/Fachdidaktik as integrative transformative science(-s) – 67 a science/sciences of/for the teaching profession? 6. Helmut Seel Didaktik as the professional science of teachers 85 7. Gunn Imsen Reflection as a bridging concept between normative 95 and descriptive approaches to didactics 8. Pertti Kansanen and Matti Meri The Didactic relation in the teaching-studying-learning process 107 9. Sven-Erik Hansen and Claes-Göran Wenestam On central dimensions of teacher education – a Finnish perspective 117 TNTEE Publications Volume 2, Nr 1, October 1999
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86 Didaktik as the professional sci
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96 Reflection as a bridging concept
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98 Reflection as a bridging concept
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100 Reflection as a bridging concep
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118 On central dimensions of teache
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128 Epistemologies, beliefs and con
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148 Mathematik Didaktik (Teaching-L
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158 Theories and practices of teach
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162 Preservice and in-service train
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174 Sources of ‘didaktization’
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188 Shifts of paradigm It has been
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190 Shifts of paradigm Mentalistic
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192 Shifts of paradigm restructured
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194 Shifts of paradigm Among other
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196 Models and structures in social
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208 Issues of Didactics in Teacher
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216 Teaching methodologies in initi
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228 The role of subject didactics i
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238 Overcoming the gap between theo
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250 Irina Buchberger University of
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