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This chapter illustrates how conceptions from the German language tradition of Didaktik can contribute to a nuanced understanding of the pedagogy of teacher education. Using the general disappointment toward teacher education as a point of departure, we turn to Deborah Britzman who points out some key issues of teacher education that make it inept to deal with educational relations as uncertain and ethical activities. She identifies the primary problem as that teachers and students in teacher education are influenced by their own educational experience in ways that make it difficult to approach education and educational relations in productive ways. We begin with a discussion of how the content of the teacher education programs entails a pedagogical dilemma for both its students and teachers. Then we show how this dilemma can be acknowledged by recognizing and embracing the inherent pedagogy and Didaktik of teacher education. By problematizing the relationship between pedagogy and Didaktik, we show the importance of not letting them be separated, as that risks making Didaktik instrumental. Based on this reasoning, we take note of some conceptions from Didaktik that we believe maintain a basic pedagogical problem in focus and show how these perspectives are suitable to adopt, not only as content for teacher education but also as a pedagogical framework for teacher education in general. In conclusion, we offer a proposal on how a higher education pedagogy, with a firm base in Didaktik, can contribute to both listening to and meeting the existential journey of student teachers from student to teacher, as well as contributing with the necessary knowledge of Didaktik and a professional language that is fruitful for the prospective teacher.

De kunskaper som är gemensamma för all lärarutbildning ryms inom den så kallade utbildningsvetenskapliga kärnan. I Tänka och handla som en lärare introduceras läsaren för denna läraryrkets kunskapsbas med utgångspunkt i didaktisk systematik och pedagogisk teoribildning. Skolans undervisning ska vila på vetenskaplig grund och beprövad erfarenhet,..., Första upplagan

While the aesthetics of Rancière is a well-explored topic, there has been something missing from the reception of his works, and that is the relation between Rancière’s aesthetics and music. However, in recent years an interest in this relation has resulted in several academic contributions, which is sign enough that there is in fact a musical element in his works. Rancière himself, in response to this reception, has acknowledged as much. Music is a human form of expression that uses the physicality of air to produce vibrations that encounter and resonate with the human body. Musicality is the ability to attend to such vibrations and harness the expectations and surprises that they bring about. In this article, I explore how a musical approach to Rancière’s writings can inform educational philosophy, especially as regards the practice of teaching. Particular attention is paid to his notion of the sensorium as a sensible realm where we experience and encounter difference and otherness, in political events as well as in teaching situations. Attending ethically to these situations is predicated on a certain sensibility that involves certain aesthetic qualities. In this article, I explore this sensibility as a particular educational musicality. Drawing from educational philosophy, the aesthetic theory of Jacques Rancière, and music philosophy, I connect this musicality of teaching to an ability to navigate in an ethical space that comes to life through a material/sensible community of interests formed in teaching practice. I use the term acousmatic experience as an explorative device in an attempt to depict teaching practice as something that can bring about a specific educational sensorium.

In this article, we discuss the centrality of improvisation for teaching, based particularly on readings of Cassin (2014, 2020), Ranciere (1991, 1999, 2020), and Bailey (1992). Our starting point is that there simply can be no teaching without improvisation, i.e., the delicate practice of responding to, situating, and attuning to events within educational encounters that cannot be foreseen, but constantly call for attention and action through the finest virtue of our intellect at play. In the article, we go along with the early Sophists for whom improvisation meant to be able to speak about everything by allowing oneself to be led by opportunity (Cassin, 2014). We will be claiming that improvisation of the Sophist teacher is both an intellectual and bodily virtue, requiring discipline as well as poesis and techne as well as praxis. In short, improvisation as a specific form of educational performativity. Together with Ranciere (1991, 2020), DiPiero (2020), and Bailey (1992) we intend to show how improvisation in teaching speaks to our senses and sets into motion simultaneously the sharing and uniqueness of sensing as such, captured by Ranciere's understand-ing of le partage du sensible. Improvisation, we conclude, can be understood as the product of contingent encounters between subjects, objects, and environments, where it emerges in the rupture between form and content (DiPiero, 2020). As such, it allows for other ways of speaking and being in the world than those desired by the institu-tionalisation of a certain police order (fixing a particular and non-negotiable partage du sensible) and therefore becomes, we suggest, a central element in a democratic realization of teaching practice.

Towards a Pedagogy of Higher Education illustrates how international policy shifts, primarily the Bologna-process, have affected debates around both the purpose and organization of higher education at different levels. This book formulates a theory of teaching in higher education that is grounded in educational theory, contributing to a critical perspective on current ideal forms of higher education and a deeper understanding of the pedagogical role of the university. It illustrates how international policies affect conceptualizations of the purpose of higher education and critically examines the pedagogy of higher education in order to develop a comprehensive educational theory for teaching in higher education. The book illustrates the consequences of discursive ideals of education on teaching practices and provides a theoretical framework for new thinking on higher education. Offering a unique contribution that combines policy analyses, curriculum theory, and educational theory, this book will appeal to academics, scholars, and postgraduate students in the field of higher education research and teaching, educational theory, and educational policy.

Communication, knowledge, and democracy in an age of digital education. In the article, we problematize the concept of digitalization from educational perspectives by drawing on a) John Dewey’s discussions on school as a communicative hub for democratic societies, and b) Bernard Stiegler’s critical remarks on digital communication. The ongoing digitalization of public education appears as a fast-moving process, where various technical solutions and quick implementations are given priority, and where teachers’ work is formed and limited by the technology that is currently rewarded. In the light of this, the article aims to contribute with perspectives on the digitalization of schools and society that stretch beyond questions about competence development for teachers and pupils. The overarching question for the article is: how might school function as a place that considers the societal impact of digitalization, given that it should also work for teachers’ and students’ communicative and interpersonal relations in the lived practice of teaching?

Detta kapitel behandlar samverkan som begrepp och fenomen inom ett pedagogisk-filosofiskt ramverk. Mina primära syften med texten är att med hjälp av pedagogisk teori ”läsa” begreppet samverkan samt lyfta fram dess latent pedagogiska potential. Med termen läsning utgår jag från idén om att pedagogik innefattar vissa centrala frågeställningar och blickpunkter, som är viktiga att hantera i relation till samverkansprocesser som syftar till skolutveckling på vetenskaplig grund. Utgångspunkten för kapitlet är att även om samverkan har kommit att bli ett ledord för skola och utbildningsvetenskaplig forskning är det ett svårnavigerat och komplext område. Med stöd av resonemang från utbildningsfilosoferna Gert Biesta, John Dewey och Johann Friedrich Herbart vill jag teckna en fördjupad bild av denna komplexitet och dess inneboende pedagogiska spänningsfält. Med särskilt fokus på begreppet takt visas i kapitlet hur samverkan kan förstås som ett i grunden pedagogiskt problemområde. Målsättningen är att lyfta och skriva fram de specifika möjligheter såväl som utmaningar som samverkan kring forskning och skolutveckling innebär.

Samverkan som begrepp och fenomen har blivit allt viktigare inslag för utbildningsvetenskaplig forskning, för lärarutbildning och för den pedagogiska praktiken. I Utbildningsvetenskapliga perspektiv på samverkan förs olika teoretiska, metodologiska och ämnesdidaktiska aspekter av samverkan inom utbildningsvetenskap fram. Antologin knyter samman dessa aspekter och bjuder in till reflektion och problematisering. Bokens målgrupp är studenter och lärare inom lärarutbildningar, men den är också relevant för lärarfortbildning, för yrkesverksamma inom skola och utbildningsförvaltningar samt för forskare och andra med intresse för samverkan inom utbildningssektorn. Den utgör ett pedagogiskt verktyg i diskussioner om samverkan genom att både inspirera och utmana. Antologin har sammanställts av tre samverkanslektorer vid Akademin för utbildning, kultur och kommunikation på Mälardalens universitet inom ramen för projektet ULF (Utveckling, Lärande, Forskning)., ULF (Utveckling, Lärande, Forskning)

Didaktik as content and form in Teacher Training: Resistance,challenges and possibilities. The aim of this article is to, through apedagogical-philosophical argument, illustrate how didactical perspectivescan contribute to a more nuanced understanding of the transformativecontent and pedagogy of teacher education. We begin by discussing thepedagogical challenges both teacher-educators and teacher-students facewithin teacher education, namely the existential trial of shifting from apupil perspective to a teacher perspective. By addressing rather than ignoringthese challenges, we attempt to show that there is an inherent and potentialpedagogy of teacher education. By problematizing the relationshipbetween pedagogy and didactics we illustrate how didactics risk beingviewed instrumentally if severed from their pedagogical roots. We thenintroduce didactical perspectives, rooted in a German speaking traditionand argue that these can be seen as not only appropriate as content forteacher education, but also as a pedagogical point of departure for teachereducators. Finally, we suggest that a university pedagogy with a didacticalorientation can attend to the existential transformation from a student toa teacher and give the becoming teachers both relevant knowledge andlanguage for their future practice.

I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignment (CA), som ett exempel på högskolepedagogiskt uttryck för denna utveckling. Vi menar att CA, trots det sympatiska perspektivet på studentens handling och lärande, gör undervisning och utbildning instrumentell och urholkar olika vetenskapliga ämnestraditioner. Vi föreslår att undervisning i högre utbildning borde diskuteras i termer av didaktik, som förankrar undervisningen i ämnet och den pedagogiska relationen mellan lärare, student och ämne. Vi betraktar didaktik som en teori om utbildning och undervisning som bevakar utbildningens innehållsliga och mellanmänskliga dimensioner. Därmed argumenterar vi för didaktik som ett radikalt svar och möjligt alternativ till det rådande utbildningspolitiska idealet.

I denna artikel undersöker jag hur uppmärksamhet kan förstås som ett undervisningsfenomen som kan skapas, formas och delas i undervisningens praktik. Artikeln tar avstamp i ett radikalt relationellt perspektiv på pedagogik och kan ses som ett bidrag till en etablerad pedagogisk-filosofisk diskussion om uppmärksamhet som relationellt fenomen. Den förståelse för uppmärksamhet som skrivs fram i artikeln bygger på en läsning av Lars Løvlies diskussioner om platsens pedagogik och pedagogisk takt. Utifrån denna läsning visar jag hur dessa diskussioner kan bidra till en fördjupad förståelse för de pedagogiska grundprinciperna bildsamhet och uppfordran till självverksamhet, främst med avseende på uppmärksamhet som en grundläggande pedagogisk relation, så som den kommer till uttryck i undervisningens praktik., The purpose of the article is to explore the educational characteristics of attention by approaching attention as a situation-specific and relational phenomenon. In the article, I argue that the practice of teaching is a form of attention formation, in which attention can be created, formed and shared. The argument builds on a relational interpretation of the educational principles Bildsamkeit and Summons to self-activity (Uljens, 1998, 2001; Benner, 2005, 2015) and on discussions from educational philosophy, which critically delve into the relational traits of educational practices (Todd, 2003, 2009, 2015; Säfström, 2005, 2011; Biesta, 2006, 2014). By understanding teaching as an invitation to attention formation, through the sharing of differences that emerge through the triadic relation between teacher, students and subject matter, teaching can in itself be said to bring about a specific form of attention. This form of attention can be thought of as a concrete relation rather than as an abstract process. The subject matter, as it comes to life in the event of teaching, both forms and is formed by the attentive relations that together constitute the teaching event.

This is an empirical study of how the mathematical talk of adult learners constructs/reconstructs different mathematical discourses. The study is to be regarded as an attempt to develop a discursive approach within the field of mathematics education and to complicate the status of mathematics in education and in society in general. My theoretical underpinnings consist of three possible mathematical discourses – coercive, regulative and emancipative mathematics. From a discursive psychology perspective, I let these discourses function as analytical interpretive repertoires in relation to the adult learners’ rhetorical use of mathematics and their claiming of mathematical subject-positions, named the coerced, the self-regulating and the responsible mathematician. The conclusions are concentrated around a discussion about the rhetorical turn of adult mathematics in which I focus on mathematics and its relation to the becoming of the self-regulating subject. I continue by arguing that a focus on how the participants deal with mathematics, rather than how they learn mathematics, can generate new perspectives on the teaching praxis of mathematics education.