A potential research direction for didactic classroom studies

Abstract

This essay, then, interrogates the idea of didactic classroom studies as a research direction as it is found in the essays in this volume. With an analysis of the similarities and differences between the essays in certain specific respects-research questions, theoretical and analytical framing, and the character of and connection to didactical traditions-we chart the variations and commonalities across the contributions, and from that go on to formulate suggestions for the further development of this research direction. The underlying claim in this approach is thus that the studies in this volume-with its limitations in terms of fully reflecting didactic classroom studies and the authors being based at the same university, albeit with different specialisations-together comprise an interesting case of variation, which on reflection will provide the means with which to address the challenges of didactic classroom research and to find a way forward as a potential research direction. Didactic classroom studies In articulating didactic classroom studies as a research direction, we first characterise the situations our research focuses on, and from that formulate a broad research question that functions generatively and distinctively for the research direction.