Ference Marton

Syftet med denna bok är att visa vilken betydelse didaktisk teori har för lärares arbete. Några av de frågor som ställs är: Vad är egentligen en didaktisk teori? Ger sådana teorier råd om hur undervisning ska planeras, genomföras och utvecklas? Hur är didaktiska teorier förbundna med den enskilda lärarens didaktiska tänkande och handlande? Hur använder lärare sig av teorier? Är undervisningsrutin ett hinder eller en förutsättning för att utveckla ett personligt didaktiskt koncept? Svaren på dessa frågor har varierat under olika perioder och varierar även idag mellan olika forskare och traditioner i olika länder. Författarna ger en internationell översikt över de didaktiska teorier och modeller som är aktuella idag samt redogör för förhållandet mellan didaktisk teori, lärares didaktiska tänkande och deras praktiska pedagogiska handlande. Författarna, som är verksamma i olika länder, är välkända representanter inom sina respektive specialområden. Eftersom det didaktiska tänkandet är en process som tar sin början redan under utbildningstiden, är boken lika viktig för blivande lärare som för dem som redan är yrkesverksamma. Den passar utmärkt som kurslitteratur i lärarutbildningar och i fortbildningssammanhang.

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways. For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship. Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Using illustrative teaching case studies, this book demonstrates how teaching informed by a learning theory, specifically Variation theory, can equip teachers to facilitate possibilities for students’ learning in effective and powerful ways. For a long period of time teaching has been “black-boxed”, in favour of other explanations of why students learn or not, such as motivation and social interaction. A large amount of research on teaching and learning, not the least made using Variation theory, has shown that students often need to experience the same aspects of the focused content or capability in order to learn, indicating that relationships between teaching and learning are not unique or even qualitatively different for every individual and every situation. This perspective on the relationship between teaching and learning emphasizes content-specific aspects and in that sense structural components of teaching, while other aspects of schooling such as social interaction and general well-being recede into the background. The authors argue for the importance of this in the direct development of teachers' independent collective professional knowledge about teaching, and the leverage this gives for developing student learning. They introduce theoretical tools to help teachers to increase the probability that teaching focusing a specific content or capability is predictive of students learning of that specific content or capability, while decreasing contextual dependency without assuming that teaching and learning have a one-to-one relationship. Intended for teachers, graduate students in education, teacher educators, student teachers, and researchers, this book shows that while there is no simple equation between teaching and learning, there are general, though content specific, aspects of teaching that can be systematically planned and analyzed and used to improve the quality of student learning. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and the way in which the examples are put together is consistent with the theory—it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.

Necessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Reflecting Marton’s whole lifetime's work, the unique and significant contribution of this book is to offer an evidence-based answer to the questions "How do we make novel meanings our own?" and "How do we learn to see things in more powerful ways?" The presentation makes use of hundreds of empirical studies carried out in Europe and Asia which build on the theory. The line of reasoning and the way in which the examples are put together is consistent with the theory—it is both presented and applied. The main argument is that in order to learn we have to discern, and to discern the intended ideas we must be presented with carefully structured variation, against a background of invariance. We then go through processes of contrast, generalization, and fusion in order to make sense. These insights form a practical framework for those who design teaching and teaching materials. Necessary Conditions of Learning is a major original work for which scholars of pedagogical theory have been waiting a long time.

Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning:*makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning;*is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.

Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of what is possible to learn is what the authors call "the space of learning." Second, language plays a central role in learning--it does not merely convey meaning, it also creates meaning. The book explicates the necessary conditions for successful learning and employs investigations of classroom discourse data to demonstrate how the space of learning is linguistically constituted in the classroom. Classroom Discourse and the Space of Learning:*makes the case that an understanding of how the space of learning is linguistically constituted in the classroom is best achieved through investigating "classroom discourse" and that finding out what the conditions are for successful learning and bringing them about should be the teacher's primary professional task. Thus, it is fundamentally important for teachers and student teachers to be given opportunities to observe different teachers teaching the same thing, and to analyze and reflect on whether the classroom discourse in which they are engaged maximizes or minimizes the conditions for learning;*is both more culturally situated and more generalizable than many other studies of learning in schools. Each case of classroom teaching clearly demonstrates how the specific language, culture, and pedagogy molds what is happening in the classroom, yet at the same time it is possible to generalize from these culturally specific examples the necessary conditions that must be met for the development of any specific capability regardless of where the learning is taking place and what other conditions might be present; and *encompasses both theory and practice--providing a detailed explication of the theory of learning underlying the analyses of classroom teaching reported, along with close analyses of a number of authentic cases of classroom teaching driven by classroom discourse data which have practical relevance for teachers. Intended for researchers and graduate students in education, teacher educators, and student teachers, Classroom Discourse and the Space of Learning is practice- and content-oriented, theoretical, qualitative, empirical, and focused on language, and links teaching and learning in significant new ways.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way. This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards 'Universities of Learning'. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other. This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.

Universities are rarely structured to facilitate learning and when they are, it is often done so in a limited way. This book looks at the theory and practice of learning and how universities can improve their quality and competence. It tackles the past failure of the quality and competence movements and advocates a move towards 'Universities of Learning'. The authors advocate an integration of elements that are often dealt with separately - theory and practice, teaching and research, and the levels of institution and individual - and handle these dimensions of integration in conjunction with each other. This new paperback edition will be essential reading for all those who are concerned with improving learning in higher education. It includes an updated preface that takes account of developments since the publication of the hardback edition.

This book stems from more than 25 years of systematic research into the experience of learning undertaken by a research team trying to account for the obvious differences between more or less successful instances of learning in educational institutions. The book offers an answer in terms of the discovery of critical differences in the structure of the learner's awareness and critical differences in the meaning of the learner's world. The authors offer a detailed account of the empirical findings that give rise to theoretical insights, and discuss the particular form of qualitative research that has been employed and developed. The form of learning that is the object of study is considered to be the most fundamental form -- namely a change in the learner's way of seeing, experiencing, handling, and understanding aspects of the world. The need for rigorous analysis of learning of specific subject matter, the individual construction of knowledge, and its social and cultural embeddedness -- the defining features of rival approaches into research on learning -- are reconciled from the approach adopted here into an intertwined and whole experience of learning. The learner's experience is always one of learning something, in some way, and in some context; by holding the learner's experience of learning as the focus of study throughout -- and not studying the learning of the content and the acts and the context as separate and distinct focuses -- the content, the act, and the context remain united as constituents of the learner's experience. By empirically revealing critical differences in the ways of experiencing these aspects of learning, and by developing a theoretical framework for the dynamics through which change comes about in the learner's awareness, this book gradually leads the reader to a powerful new view of learning. Equipped with the analytical tools and conceptual apparatus to be found in this book, the reader will be empowered to learn and to assist others to learn by creating environments conducive to the most fundamental form of learning: experiencing aspects of the world in new ways.