The course is an introductory course that aims to provide all didactic degree programmes with a shared language and theoretical background in order to give the students a basis for their further studies in the programme-specific modules. At the end of the course, the students should be able to demonstrate an overview of key didactic terms and their pedagogical basis in ideological and theoretical perspectives. Based on this, they need to analyse a case or problem of their own choice in groups, which is taken from didactic practice. In addition, the course also introduces academic reading and writing.
The activity takes place during the first lesson and is supposed to give the students an overview and understanding of the two main didactic schools of thought: the continental tradition and the Anglo-Saxon tradition. It also helps them distinguish between the terms ‘general didactics’ and ‘subject didactics’. The activity is included since it has been observed how this understanding strengthens the students’ academic foundation and rubs off on their reflections during all activities on the course. It also builds on an experience of the importance of actively using the concepts in order to develop an in-depth understanding of them. Lectures alone are not adequate for developing that. Finally, the students need to know more words than ‘didactic’ in international contexts, as the term connotes a boring and preachy type of teaching in the Anglo-Saxon tradition.
The activity is split between the students’ own preparation and classroom instruction.
During preparation for lectures and classes, the students have to note their preliminary understanding of the terms ‘general didactics’ and ‘subject didactics’. While reading, they should highlight the places in the text where these two terms are defined. They also need to be aware of the respective German and English versions of the terms and their differing definitions.
Finally, they note down their new and expanded understanding.
During classroom instruction after the lecture, use the activity Think-pair-share. Based on the notes they made during preparation (Think), the students work together in groups of two to four people (Pair).
In these groups, the students discuss their thoughts.
Afterwards, some of the groups share key points from their discussion with the rest of the class (Share).
Based on the Think-pair-share activity, a few students are asked in English if they can explain the different uses of the term ‘didactics’. To make the situation more authentic, a researcher colleague from the Anglo-Saxon world could be invited. The students get a short time to prepare, and they are chosen based on how comfortable they feel speaking English.
Afterwards, the students work in groups of three to five, where they find two cases or problems that are subject didactic and two that are general didactic.
The students write down these cases or problems on post-its while the teacher divides the whiteboard into two parts, each with its own title: ‘subject didactics’ and ‘’general didactics’.
The students divide their post-its between these two columns and justify their placement before the class. To challenge the students, the teacher prepares some examples of problems that cut across the two categories, which can be used as a basis for a discussion.
The preparatory activities are examples of a reading technique that can be used during preparation throughout the degree programme and form the basis working in study groups.
Defining the concepts after the preparation and lectures helps the students recognise that research and educational traditions are of importance in both didactic theory and practice.
Formulating cases and problems based on real experience is done for two reasons. Firstly, to involve and recognise the students’ practical experience, which is an extremely useful starting point for didactic-academic practice. Secondly, to establish a framework for how these practical experiences can be included in an academically enriching way.
Faculty: Arts
Degree programme: Educational Theory and Curriculum Studies (Danish)
Course: Theory of Curriculum and Education
Study level: MA
Size of class: 20-25 students
Form of instruction: Classroom instruction
Extent: Short course
Primary activity type: Discussion
How the case is carried out: Classroom instruction
