Shedding the content: semantics of teaching burdened by didactic formalisms

References

• Aasebø, T. S., Midtsundstad, J. H., & Willbergh, I. (2017). Teaching in the age of accountability: Restrained by school culture? Journal of Curriculum Studies, 49(3), 273–290.
   Web of Science ®Google Scholar
• Amade-Escot, C. (2005). Using the critical didactic incidents method to analyze the content taught. Journal of Teaching in Physical Education, 24(2), 127–148.
   Web of Science ®Google Scholar
• Bank, V. (2012). On OECD policies and the pitfalls in economy-driven education: The case of Germany. Journal of Curriculum Studies, 44(2), 193–210.
   Web of Science ®Google Scholar
• Biesta, G. J. J. (2006). Beyond learning: Democratic education for a human future. Boulder/London: Paradigm Publishers.
   Google Scholar
• Brousseau, G. (2002). Theory of didactical situations in mathematics: Didactique des mathématiques, 1970–1990. New York: Kluwer Academic Publishers.
   Google Scholar
• Chevallard, Y. (1991). La transposition didactique du savoir savant au savoir enseigné (suvie de unexemple d’analyse de la transposition didactique). Paris: La Pensée Sauvage.
   Google Scholar
• Englund, T. (1997). Towards a dynamic analysis of the content of schooling: Narrow and broad didactics in Sweden. Journal of Curriculum Studies, 29(3), 267–287.
   Web of Science ®Google Scholar
• Gruschka, A. (2013). Verstehen fördern, Verstehen verhindern. In K. P. Liessmann & K. Lacina (Eds.), Sackgassen der Bildungsreform (pp. 25–36). Wien: Facultas.
   Google Scholar
• Hillen, S. (2015). Why students ask: How much do I need to read to pass the exam? – A conceptual discussion and an empirical inquiry on trends of instrumentalism in study programmes experienced by today’s students. In S. Hillen & C. Aprea (Eds.), Instrumentalism in education – where is bildung left? (pp. 73–88). Münster: Waxmann.
   Google Scholar
• Hillen, S., Sturm, T., & Willbergh, I. (2011). Introducing didactic perspectives to contemporary challenges. In S. Hillen, T. Sturm, & I. Willbergh (Eds.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning (pp. 9–21). Münster: Waxmann.
   Google Scholar
• Hopmann, S. T. (2007). Restrained teaching: The common core of didaktik. European Educational Research Journal, 6(2), 109–124.
   Google Scholar
• Hopmann, S. T. (2008). No child, no school, no state left behind: Schooling in the age of accountability. Journal of Curriculum Studies, 40(4), 417–456.
   Web of Science ®Google Scholar
• Hopmann, S. T., Brinek, G., & Retzl, M. (Eds.). (2007). PISA zofolge PISA, PISA according to PISA. Hält PISA, was es verspricht? Does PISA keep what it promises? Wien: LIT Verlag.
   Google Scholar
• Janík, T. (2017). From content to meaning: Semantics of teaching in the tradition of Bildung-centred didactics. In J. Novotná & H. Moraová (Eds.), Equity and diversity in elementary mathematics education. Proceedings from international symposium elementary maths teaching (pp. 31–41). Prague: Charles University, Faculty of Education.
   Google Scholar
• Karseth, B. (2008). Qualifications frameworks for the European higher education area: A new instrumentalism or much ado about nothing? Learning and Teaching, 1, 77–101.
   Google Scholar
• Klafki, W. (2000). Didaktik analysis as the core of preparation of instruction. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The German didaktik tradition (pp. 139–159). Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Klieme, E., Schümer, G., & Knoll, S. (2001). Mathematikunterricht in der Sekundarstufe I: Aufgabenkultur und Unterrichtsgestaltung. In E. Klieme & J. Baumert (Eds.), TIMSS-Impulse für Schule und Unterricht. Forschungsbefunde, Reforminitiativen, Praxisberichte und Video-Dokumente (pp. 45–57). Bonn: Bundesministerium für Bildung und Forschung.
   Google Scholar
• Komorek, M., & Kattmann, U. (2008). The model of educational reconstruction. In S. Mikelskis-Seifert, U. Ringelband, & M. Brückmann (Eds.), Four decades of research in science education – From curriculum development to quality improvement (pp. 171–188). Münster: Waxmann.
   Google Scholar
• Kronick, J. C. (1997). Alternativní metodologie pro analýzu kvalitativních dat [An alternative methodology for the analysis of qualitative data]. Sociologický časopis, 33(1), 57–67.
   Google Scholar
• Künzli, R. (2000). German didaktik: Models of re-presentation, of intercourse, and of experience. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktik tradition (pp. 41–54). Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Leach, J., Ametller, J., & Schott, P. (2010). Establishing and communicating knowledge about teaching and learning scientific content: The role of design briefs. In K. Kortland & K. Klassen (Eds.), Designing theory-based teaching learning sequences for science education (pp. 7–35). Utrecht: FIsme.
   Google Scholar
• Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8–22.
   Web of Science ®Google Scholar
• Menck, P. (2000). Content: Still in question. In I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice. The German didaktik tradition (pp. 177–193). Mahwah: Lawrence Erlbaum Associates.
   Google Scholar
• Midtsundstad, J. H. (2015). Bildung – At risk in school organisation? In S. Hillen & C. Aprea (Eds.), Instrumentalism in education – Where is bildung left? (pp. 29–41). Münster: Waxmann.
   Google Scholar
• Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. (2001). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse (Cela Research Report Number 14005). New York: The National Research Center on English Learning & Achievement.
   Google Scholar
• Østrem, S. (2011). Den nye grammatikken i høyere utdanning – Med læringsubytte som eksempel. Uniped, 34(1), 34–43.
   Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.
   Google Scholar
• Pavlasová, L. (2015). Co všechno se dá vyčíst z rodokmenu? [What can one find through their family tree?]. Komenský, 140(1), 34–41.
   Google Scholar
• Rusek, M., Slavík, J., & Najvar, P. (2016). Obsahová konstrukce a didaktické uplatnění přírodovědného edukačního experimentu ve výuce na příkladu chemie [Content construction and the didactic use of scientific educational experiment in chemistry teaching]. Orbis scholae, 10(2), 71–91.
   Google Scholar
• Shulman, L. S. (1986). Paradigms and research programs in the study of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 3–36). New York: MacMillan.
   Google Scholar
• Shulman, L. S. (1996). ‘Just in case…’: Reflections on learning from experience. In J. A. Colbert, P. Desberg, & K. Trimble (Eds.), The case for education: Contemporary approaches for using case methods (pp. 197–217). Boston: Allyn & Bacon.
   Google Scholar
• Slavík, J., Janík, T., & Najvar, P. (2016). Producing knowledge for improvement: The 3A procedure as a tool for content-focused research on teaching and learning. Pedagogika, 66(6), 672–689.
   Google Scholar
• Slavík, J., Stará, J., Uličná, K., & Najvar, P. (Eds.) (2017). Didaktické kazuistiky v oborech školního vzdělávání [Case studies of instruction in different school subjects]. Brno: Masaryk University.
   Google Scholar
• Stará, J. (2017). Od fikce k realitě [From fiction to reality]. In J. Slavík, J. Stará, K. Uličná, & P. Najvar (Eds.), Didaktické kazuistiky v oborech školního vzdělávání (pp. 309–324). Brno: Masarykova univerzita.
   Google Scholar
• Štěpáník, S. (2016). Výuková situace: Transformace větného členu na větu a naopak v kontextu větného rozboru [A teaching situation: Transformation of sentence elements to clauses and vice versa in the context of sentence analysis]. Komenský, 140(4), 30–39.
   Google Scholar
• Strauss, A. L. (1987). Qualitative analysis for social scientists. Cambridge: Cambridge University Press.
   Google Scholar
• Tanner, D. (2013). Race to the top and leave the children behind. Journal of Curriculum Studies, 45(1), 4–15.
   Web of Science ®Google Scholar
• van Dijk, E. M., & Kattmann, U. (2007). A research model for the study of science teachers’ PCK and improving teacher education. Teaching and Teacher Education, 23, 885–897.
   Web of Science ®Google Scholar
• Willbergh, I. (2011). The role of imagination when teaching the diverse group. In S. Hillen, T. Sturm, & I. Willbergh (Eds.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning (pp. 61–73). Münster: Waxmann.
   Google Scholar
• Willbergh, I. (2015). Freedom of speech in the classroom. In S. Hillen & C. Aprea (Eds.), Instrumentalism in education – Where is bildung left? (pp. 43–57). Münster: Waxmann.
   Google Scholar
• Winter, C. (2017). Curriculum policy reform in an era of technical accountability: ‘fixing’ curriculum, teachers and students in english schools. Journal of Curriculum Studies, 49(1), 55–74.
   Web of Science ®Google Scholar
• Wipperfürth, M. (2015). Professional vision in Lehrernetzwerken: Berufssprache als ein Weg und ein Ziel von Lehrerprofessionalisierung. Münster: Waxmann.
   Google Scholar
• Yin, R. K. (2011). Qualitative research from start to finish. New York: The Guilford Press.
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods. Los Angeles: Sage publications.
   Google Scholar