A view on Didactics and Instructional Planning from the Perspective of research on learner development and educational experience

Meyer, Meinert A.

doi:10.4000/educationdidactique.816

Cited by 5 publications

(5 citation statements)

References 17 publications

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“…Effective instructional planning has, as emphasized by Meyer (2010), a profound positive impact on the performance of students and teachers. The instructional activities of the school were based on the nature of instructional planning.…”

Section: Introductionmentioning

confidence: 85%

A Comparative Study of the Perceived Teaching Competencies at Different School Levels

Nasim

Ali

Javed

et al. 2022

Pak. J. Humanit. Soc. Sci

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Teaching competence refers to the knowledge, skills, attitude, and professional qualities needed to carry out a teacher's duties at the required level. This study's primary objective was to examine how teachers at different school levels were judged to be in terms of perceived teaching competencies. The researcher applied a quantitative survey approach in order to assess the competence of the teachers working in the public schools in the Multan district. A sample of 1009 teachers representing gender and school location was selected using a stratified sampling method. A questionnaire based on Passi and Lalitha's (1994) format was developed to obtain data. Both descriptive statistics (frequency, mean, and standard deviation) and inferential statistics (t-test and ANOVA) were used to analyze the data. The results demonstrated that gender had a significant impact on how competent teachers were evaluated to be. The results showed that teachers' perceived teaching competencies differed significantly depending on their teaching experience and teacher designation. Finally, this study's recommendations were presented for the enhancement and development of teachers’ performance

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Section: Introductionmentioning

confidence: 85%

A Comparative Study of the Perceived Teaching Competencies at Different School Levels

Nasim

Ali

Javed

et al. 2022

Pak. J. Humanit. Soc. Sci

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show abstract

“…This claim, with further arguments, is to be found in successive research particularly in what can be called the German and Nordic tradition of didactics (e.g. Meyer 2010;Uljens 1997a,b). Especially interesting in this context is the proposal of the so-called "design for learning" by Staffan Selander (e.g.…”

Section: Introductionmentioning

confidence: 90%

“…In line with research on didactics and learning (c.f. Ghaye 2010;Janik and Kansanen 2009;Meyer 2010), this is associated with an approach where learning is understood as an active, self-directed, constructive and cooperative process.…”

Section: Permanent Didactic Challengesmentioning

confidence: 99%

Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training

Herrera¹

2015

IJRVET

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Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed 'didactics', is well documented in the research literature. There is a claim in this article concerning the need to transcend the language discussion; it is indeed necessary, especially for Vocational Education & training (VET), to develop a close linkage between what some authors consider "an empirically based" side of didactics associated with empirical findings and the "non-empirical" side that is associated with theoretical constructs for understanding the teaching-learning process.The main aim of this article is to revisit research in didactics in German, Nordic and French contexts looking for diversity in the various approaches. This is intended to contribute to the discussion about prospects and shortcomings in the development of a didactics for the intricate subject of vocational education and training. Rather than alternative didactical paths, the article intends to suggest lines of development, encourage discussions and the further research needed concerning relationship didactics and vocational education and training.

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“…Th ese two notions can also be found back in Bildungsgangforschung, which is a German research fi eld diffi cult to translate into English. Meyer (2010) explains that it contains two fundamental meanings: (1) learner development and (2) educational experience the learner has out of and in school. Th erefore, he translates it as "learner development and educational experience".…”

Section: Translate It As Followingmentioning

confidence: 99%

“…On the other hand, teachers are individuals with their own preferences, interests and learning needs, which might clash with the objective demands of the institution and society. Th e emphasis of Bildungsgangforschung is on the perspective of the learner, students as well as teachers are learners (Meyer 2008;Meyer 2010;Kunze et al 2010). Bildungsgangforschung is important to this research, because I consider teachers as learners with their own goals, perspectives, former experiences and biographical luggage.…”

Section: Translate It As Followingmentioning

confidence: 99%

Towards inclusive teachers. Processes of professionalisation of subject teachers in integration classes at secondary academic schools in Vienna: three case studies

’t Gilde

2023

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Research on inclusive education should consider the key players: teachers. Based on three qualitative case studies of subject teachers working in integration classes at secondary schools in Vienna, this book answers the question how inclusive education affects processes of professionalisation in teachers. The biographical approach places the subject teachers and their biography at the centre of their professionalisation, resulting in interesting descriptions that give the reader insights into their world. The author introduces inclusive education and compares its implementation in Austria and the Netherlands. She addresses teacher professionalism in general and relates it to the concepts of Bildung and Bildungsgangforschung. The documentary method is explained and illustrated with the three case studies. Their reconstruction shows how professionalisation in relation to working in integration classes is an individual process, motivated by personal experiences, and closely linked to ideas about one’s role as a teacher. Concluding, the author relates the results to international findings and gives suggestions for implementing inclusive education.

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A view on Didactics and Instructional Planning from the Perspective of research on learner development and educational experience

Cited by 5 publications

References 17 publications

A Comparative Study of the Perceived Teaching Competencies at Different School Levels

A Comparative Study of the Perceived Teaching Competencies at Different School Levels

Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training

Towards inclusive teachers. Processes of professionalisation of subject teachers in integration classes at secondary academic schools in Vienna: three case studies

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