Didaktik and Curriculum in complicated dialogue - DFF forskernetværk

Over a 20-year period, reforms and development initiatives inspired by the AngloSaxon curriculum tradition have penetrated the Danish educational system, which
traditionally has been rooted in the German and Scandinavian tradition of Didactics.
Core manifestations are the shift to competence-based study regulations and the
focus on learning objectives and learning data. While there is an abundance of
research on the conceptual, political and systemic implications of this inspiration,
not much has been done to systematically reflect either the background, or the
concrete manifestations at classroom level. The aim of the proposed network is to
accommodate to these shortages by mapping existing knowledge of the field and
developing analytical models for investigating the impact of the current educational
changes, focusing specifically on teachers’ choices concerning the aim and content
of classroom-based practices and also on the conceptualisations of knowledge
these reflect.