Main group 1

• Shanahan, C; Shanahan, T; Misischia, C., Analysis of Expert Reader in Three Disciplines; History, Mathematics and Chemistry, Part of: Journal of literacy research, 2011(43):4, 393-429Compulsory*
• Hopmann, S, Restrained teaching: The common core of Didaktik, Part of: European educational research journal, 6(2), 109–124Compulsory*
• Schneuwly, B.; Vollmer, H. J. , Bildung and subject didactics: Exploring a classical concept for building new insights, Part of: European educational research journal, 17(1) 37–50 Compulsory*
• Benner, D., John Dewey, a Modern Thinker: On Education (as Bildung and Erziehung) and Democracy (as a Political System and a Mode of Associated Living), Part of: John Dewey's Democracy and education, Cambridge, Cambridge University Press, 2017, p. xxiv, 350 s.Compulsory*
• Klafki, W., Didactic Analyses as the Core of Preparation For Instruction, Part of: Journal of curriculum studies, 27(1), 13-30Compulsory*
• Schaffar, B.; Uljens, M., Paradoxical tensions between bildung and ausbildung in academia: Moving within or beyond the modern continental tradition?, Part of: On the facilitation of the academy, Rotterdam, Sense, 2015, p. 116 s.Compulsory*
• Brousseau, Guy et al., Theory of Didactical Situations in Mathematics: Didactique des Mathématiques, 1970-1990, Kluwer Academic Publishers, 1997Compulsory*
• Caillot, M., The Building of a New Academic Field: the case of French didactiques, Part of: European educational research journal, 6(2), 125-130Compulsory*
• Chevallard, Y., On didactic transposition theory: some introductory notes. Communication à l’International Symposium on Selected Domains of Research and Development in Mathematics Education Compulsory*
• Chevallard, Y., Readjusting Didactics to a Changing Epistemology, Part of: European educational research journal, 6(2), 131-134Compulsory*
• Ligozat, F.; Amade-Escot, C.; Östman, L., Beyond Subject Specific Approaches of Teaching and Learning: Comparative Didactics, Part of: Interchange, 46, 313–321 Compulsory*
• General Subject Didactics: Comparative Insights into Subject Didactics as Academic Disciplines. Allgemeine Fachdidaktik, Volume 4, Waxmann, uuuu-uuuuCompulsory*
• Hamza, K. et al., Hybridization of practices in teacher–researcher collaboration, Part of: European educational research journal, 17(1), 170-186Compulsory*
• Joffredo-Le Brun , S. et al., Cooperative engineering as a joint action, Part of: European educational research journal, 17(1), 187-208Compulsory*
• Olin, A.; Almqvist, J.; Hamza, K., To recognize oneself and others in teacher-researcher collaboration, Part of: Educational action research, 31(2), 248-264Compulsory*
• Runesson, U., Pedagogical and learning theories and the improvement and development of lesson and learning studies, Part of: International Journal for Lesson and Learning Studies, 4 (3), 186-193 Compulsory*
• Zierer, K.; Seel, N.M., General Didactics and Instructional Design: eyes like twins A transatlantic dialogue about similarities and differences, about the past and the future of two sciences of learning and teaching, Part of: SpringerPlus, 1:15, 1-22Compulsory*
• Ligozat, F.; Lundqvist, E.; Amade-Escot, C., Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses, Part of: European educational research journal, 17(1), 147-169Compulsory*
• Klette, K., Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies, Part of: European educational research journal, 6(2), 147-160Compulsory*
• Vollmer, H.J.; Klette, K., Pedagogical Content Knolwedge and subject didactics – An intercontinental dialogue, Part of: Didactics in a Changing World: European Perspectives on Teaching, Learning and the Curriculum, Springer, 2023Compulsory*
• Deng, Z., Bringing curriculum theory and didactics together: A Deweyan perspective, Part of: Pedagogy, culture & society., 24(1), 75–99Compulsory*
• Deng, Z., The formation of a school subject and the nature of curriculum content: An analysis of liberal studies in Hong Kong, Part of: Journal of curriculum studies, 41, 585–604Compulsory*
• Doyle, W., The Didaktik/curriculum dialogue: What did we learn? , Part of: Bridging Educational Leadership, Curriculum Theory and Didaktik, Cham, Springer International Publishing, 2017, p. XX, 474 p. 4 illus.Compulsory*
• Teaching as an offer of (discursive) meaning, Part of: Didaktik and/or curriculum, New York, P. Lang, cop. 1998, p. vii, 367 s.Compulsory*
• Hopmann, S.; Riquarts, K., Starting a Dialogue: a beginning conversation between the Didaktik and curriculum traditions, Part of: Teaching As a Reflective Practice: The German Didaktik Tradition (Studies in Curriculum Theory), Routledge, uuuu-uuuuCompulsory*
• Westbury, I., Teaching as a Reflective Practice: what might Didaktik teach curriculum?, Part of: Teaching As a Reflective Practice: The German Didaktik Tradition (Studies in Curriculum Theory), Routledge, uuuu-uuuuCompulsory*

* Compulsory