Didactic Reasoning in Academic Teacher Development: Towards a New Understanding of Teacher Training for Academics

Research output: Other contributionWeb publication/Blog post

Abstract

Academic teacher development is an educational meeting place for academics already practising the art of teaching. Yet, it is in courses for this development that academics are supposed to be taught how to teach and how to improve their teaching skills. In my article I propose a new conceptual methodological framework for teaching teachers how to teach – Didactic Reasoning. Its foundation can be traced to pragmatist philosophy and interfaith dialogue in theology. The key aspect of Didactic Reasoning is to make university teachers better teachers by the development of a didactic voice and the courage to try this voice in teaching activities. This is done through intersubjective meetings between academics to develop a respect for the ‘teaching-other’ in their colleagues and through the use of practice-focused themed conversations led by teacher educators.

Details

Authors
  • Viktor Aldrin
Organisations
External organisations
  • University of Gothenburg
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Educational Sciences
  • Philosophy, Ethics and Religion

Keywords

  • interfaith dialogue, intersubjectivity, didactic reasoning, academic development programmes
Original languageEnglish
PublisherEnheten för pedagogisk utveckling och interaktivt lärande (PIL), Göteborgs universitet
Publication statusPublished - 2015
Publication categoryResearch
Peer-reviewedNo