Unpacking Teacher Differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011

Abstract

This chapter explores the difference in two orientations – didaktik and curriculum – and examines how these differing stances relate to teachers’ instructional practice, engagement with professional development opportunities, and lesson design. A didaktik orientation influences much of the Nordic and Germanic countries, while a curriculum orientation is widespread in Commonwealth of Nations and the United States. This chapter explores the differences between these two theories of learning and teaching. More than just different theories of teaching and learning, we argue these theories shape how we see the world (i.e., objectified vs. subjectified) and manifest themselves in distinctive understandings of schools’ purpose, the type of learning engaged therein, and how people learn. Consequently, these orientations affect the teacher’s role, the qualifications necessary to teach, as well as other aspects of teacher quality such as instructional methods, and types of professional development.

Citation

Tahirsylaj, A., Brezicha, K. and Ikoma, S. (2015), "Unpacking Teacher Differences in Didaktik and Curriculum Traditions: Trends from TIMSS 2003, 2007, and 2011", Promoting and Sustaining a Quality Teacher Workforce (International Perspectives on Education and Society, Vol. 27), Emerald Group Publishing Limited, Leeds, pp. 145-195. https://doi.org/10.1108/S1479-367920140000027008