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Sökning: onr:"swepub:oai:gup.ub.gu.se/248136" > Allmän didaktik och...

LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00002585naa a2200277 4500
001oai:gup.ub.gu.se/248136
003SwePub
008201007s2016 | |||||||||||000 ||swe|
024a https://gup.ub.gu.se/publication/2481362 URI
040 a (SwePub)gu
041 a swe
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a art2 swepub-publicationtype
100a Brante, Göran,d 1951u Gothenburg University,Göteborgs universitet,Institutionen för didaktik och pedagogisk profession,Department of Pedagogical, Curricular and Professional Studies4 aut0 (Swepub:gu.se)xbrgor
2451 0a Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
264 1c 2016
520 a Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
653 a general didactics
653 a subject didactics
653 a teacher education
710a Göteborgs universitetb Institutionen för didaktik och pedagogisk profession4 org
710a Göteborgs universitet
710a Gothenburg University
773t Nordisk tidskrift för Allmän Didaktikg 2:1, s. 52-68q 2:1<52-68x 2002-1534
8564 8u https://gup.ub.gu.se/publication/248136

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