%0 Journal Article
%T Conceptual frameworks in didactics ¨C learning and teaching: Trends, evolutions and comparative challenges
%A Florence Ligozat
%A Jonas Almqvist
%J European Educational Research Journal
%@ 1474-9041
%D 2018
%R 10.1177/1474904117746720
%X This special issue of the European Educational Research Journal presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 ¡®Didactics ¨C Learning and Teaching¡¯ network during its first ten years of existence. Most conceptual tools used in this field were elaborated in different socio-historical contexts for education and schooling delineated by nations and/or linguistic regions in Europe. This issue suggests possible integrative paths between certain frameworks debated in the Network 27 through co-authored papers. Crossed perspectives on the papers highlight certain important foci in the study of learning and teaching processes: (i) ¡®Bildung¡¯ discussed within didactics as a European research field; (ii) Educational goals, content and teaching methods expressed in curricula; (iii) Curriculum making processes; (iv) Teaching qualities, teaching (joint) actions and classroom discourses; and (v) Collaborative practices in teacher professional development. Finally, two strands of comparative research in didactics are sketched for increasing synergies in the field
%K Bildung
%K curriculum
%K didactics
%K educational content
%K knowledge
%K learning
%K school subjects
%K teacher professional development
%K teaching
%U https://journals.sagepub.com/doi/full/10.1177/1474904117746720