Undervisningens indhold: universitetsdidaktikkens stedbarn

Undervisere foretager l bende indholdsm ssige valg. Sp rgsm let om indholdsudv lgelse adresseres dog sj ldent i teori om undervisning p videreg ende uddannelser. Med udgangspunkt i kategorier prim rt genereret fra almendidaktikken beskrives og diskuteres 116 underviseres begrundelser for valg af indhold. Analysen viser, at underviserne har en betydelig autonomi i udv lgelse af indhold. Centrale begrundelser er opfattelsen af fundamentale begreber og problemstillinger, forskningen, at indholdet skal pr sentere emnet bredt samt den valgte l rebog. Deltagerforuds tninger, v rdi for fremtiden og indholdets eventuelle reference til studieordningen fremh ves i mindre omfang. Afslutningsvist diskuteres almendidaktikkens modellers potentiale i universitetsundervisning. Teachers continuously make decisions on content. However, theory about teaching and learning in higher education deals only sporadic with criteria for selection of content. This study examines 116 assignments concerning selection of content using categories from general didactics. The analysis shows that teachers have a considerable autonomy in selection of content. Significant criteria for selection is that content is regarded to present fundamental concepts and problems, its relation to research, that it gives a broad presentation of the topic, and the text book. Students’ actual knowledge, value for their future life, and the curriculum are less often emphasized as criteria for selection of content. The final section discusses potentials and limitations in application of general didactics to higher education.