Comparing different traditions of teaching and learning: What can we learn about teaching and learning?

Abstract

This article explores differences between traditions in relation to teaching and learning and aims to highlight the ways in which the study of the Central European and Northern European traditions of Didaktik has offered new dimensions to and fresh insights on the notion of reflective practice. In particular these traditions are seen to offer tools and ways of thinking that help to recognise and hold the complexity of teaching-studying-learning processes. A key tool for the analysis of the complex relations between teacher, student and content is the Didaktik triad. This provides a relational framework which places teaching and associated design issues at the heart of teaching-studying-learning processes. Furthermore, it provides a means for teachers' thinking about the most basic how, what and why questions around their work. Another key aspect of such traditions is the emphasis that is placed upon meaning and intentionality from the outset of the process of preparation for teaching. Connections are also made with current thinking in the field of scholarship in teaching and learning. Finally, the article aims to highlights ways in which such tools and ways of thinking can help to inform approaches to development in the didactical, pedagogical and technological uses of information and communications technology for student-centred learning.