Danish School of Education

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You are here: Danish School of Education About the school Organisation Department of Educational theory and curriculum studies, General education and Philosophy of education

Department of
Educational Theory and Curriculum Studies, Educational Philosophy, and General Education

About the department

The department is one of four departments at the Danish School of Education, Aarhus University and is built around the Master's degree programmes in Educational Theory and Curriculum Studies - danish, - mathematics, - material culture and - music education; ICT-based educational design; General education; and Educational philosophy. The department's researchers are part of a number of research units.

Programmes

The descriptions of the programmes are only available in Danish.

Research units

Publications

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Hedegaard-Sørensen, L. & Ulvseth, H. (2019). Spot på ny forskning: Ræk ud efter elevernes lyst til at lære. Asterisk (magasin), (90), 30-32. https://dpu.au.dk/aktuelt/asterisk/vis-artikel/artikel/spot-paa-ny-forskning-raek-ud-efter-elevernes-lyst-til-at-laere/
Andersen, L. K. (2019). Sproglig tværfaglighed i folkeskolen. In L. Krogager Andersen, P. Hobel & S.-E. Holgersen (Eds.), Tværfaglighed og fagligt samspil (pp. 111-126). Aarhus Universitetsforlag.
Korsgaard, O. (2019). Strejftog i højskolernes idéhistorie. FFD - Folkehøjskolernes Forening i Danmark.
Broström, S. (2019). Styrk børnenes dagtilbud. Berlingske Tidende, 35 .
Broström, S. (2019). Styrk den pædagogiske kvalitet i dagtilbud: Pædagogik. Helsingør Dagblad, 12.
Korsgaard, M. T., Helding Vembye, M. & Skov Mortensen, S. (2019). Suspension og eksemplaritet i undervisning: Et immanent perspektiv på lærergerningen. Studier i læreruddannelse og -profession, 4(1), 144-162.
Bostad, I., Kvamme, O. A., Huggler, J. & Frølund, S. (Eds.) (2019). Sustainability and education: philosophical perspectives. Studier i Pædagogisk Filosofi, 8(2). https://tidsskrift.dk/spf/issue/view/8540
Rømer, T. A. (2019, Oct 8). Svar til Thomas Nordahl fra Thomas Aastrup Rømer. https://www.utdanningsnytt.no/thomas-nordahl-utdanningsforskning/svar-til-thomas-nordahl-fra-thomas-aastrup-romer/214722
Kabel, K., Brok, L. S., Møller, H., Bjerre, K., Rohde, L., Riis, S. M. V. & Bock, K. (2019). Symposium: Praktisering af grammatikundervisning i dansk (L1), engelsk (L2) og tyskfaget (L3) i 7.-8. klasse. 1-12. Abstract from Skriv! Les!, Stavanger, Norway.
Lindenskov, L. B., Lindhardt, B., Allerup, P. N. & Kirsted, K. (2019). Talblindhedsprojektet: Rapport om udvikling af talblindhedstest og vejledningsmateriale . DPU, Aarhus Universitet. https://emu.dk/grundskole/forskning-og-viden/afrapportering-fra-udviklingen-af-en-talblindhedstest-til-4-klasse
Skyggebjerg, A. K. (2019). Tantelitteratur: Børnebøger recirkuleres igen og igen. Men hvorfor er ældre børnebøger så populære, og har vi et problem? Weekendavisen, Bøger, 10.
Petersen, K. B. & Mower, D. (2019). Teacher Education in a Post Nation State Era: A Possible Ecological Approach: A discussion and reflection paper. Journal of the International Society for Teacher Education, 23(2), 53-67. Article 4.
Petersen, K. B. & Saunders, P. J. (Eds.) (2019). Teacher Education in Post Nation State Era. International Society for Teacher Education. Journal of the International Society for Teacher Education Vol. 23 No. 1
Bremholm, J. & Skott, C. K. (2019). Teacher Planning in a learning outcome perspective: A comparative case study of mathematics and Danish L1 teachers’ planning practices. Acta Didactica Norden, 13(1). https://doi.org/10.5617/adno.5540
Wieser, C. (2019). Teaching expertise in higher education: A case study on the development of teaching expertise at a public research-intense university. Paper presented at Rethinking Educational Ethnography Conference, Graz, Austria.
Laursen, H. P. (2019). Tegn på sprog: Literacy i sprogligt mangfoldige klasser. Aarhus Universitetsforlag. Asterisk (bogserie) No. 19
Laursen, H. P. (2019). Tegn på sprog - set indefra: en forskningsmæssig opsamling. Forlaget UCC. https://ucc.dk/sites/default/files/tegn_paa_sprog_-_set_indefra_2019.pdf
Kabel, K., Bjerre, K. & Bock, K. (2019). Tematisk artikel 1: kontekstualiseret grammatikundervisning. In K. Kabel, M. V. Christensen & L. S. Brok (Eds.), Hvordan praktiseres grammatikundervisning i dansk, engelsk og tysk?: statusrapport Gramma3 (pp. 58-72). VIA University College. https://www.videnomlaesning.dk/media/2792/grammat3-rapport-2019endeligendelig.pdf
Knudsen, L. E. D. (2019, Feb). Teori- og praksisdidaktik – at arbejde med teori og praksis i din undervisning. EMU - Danmarks Læringsportal.
Broström, S. (2019). Te Whãriki and the Nordic model: comments on Te Whãriki from a Norwegian and Danish perspective. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whãriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice (3 ed., pp. 213-229). NZCER Distribution Service.
Dræby, A., Jacobsen, B. & Belfrage, L. (2019). The Development of Existential Therapy in Scandinavia. In E. V. Deurzen, D. Tantam & K. Schneider (Eds.), The Wiley World Handbook of Existential Therapy (pp. 510-522). Wiley.
Berthelsen, U. D. & Tannert, M. (2019). The Ecology of Analytics in Education: Stakeholder Interests in Data-Rich Educational Systems. International Journal of Learning Analytics and Artificial Intelligence for Education (iJAI), 1(1), 89-101. https://doi.org/10.3991/ijai.v1i1.11023
Skyggebjerg, A. K. (2019). The war in Syria and refugee children in contemporary Danish children’s literature: Session 4: Silent Voices: Refugee Stories in Contemporary Children’s Literature. Abstract from IRSCL Congress 2019, Stockholm, Sweden. http://schedule.irsclcongress2019.com/
Wiberg, M. (2019). The will to know and the radical commitment to knowledge in higher education. Philosophy and Theory in Higher Education, 1(3), 115-130. https://www.ingentaconnect.com/content/plg/ptihe/2019/00000001/00000003
Balling, G., Begnum, A. C., Kuzmicova, A. & Schilhab, T. (2019). The young read in new places, the older read on new devices: A survey of digital reading practices among librarians and Information Science students in Denmark. Participations: Journal of Audience & Reception Studies, 16(1), 197-236.
Geraniou, E. & Jankvist, U. T. (2019). Towards a definition of "mathematical digital competency". Educational Studies in Mathematics, 102(1), 29-45. https://doi.org/10.1007/s10649-019-09893-8
Laursen, H. P. (2019). Treading semiotic paths in multilingual literacy learning. Challenging ideological conceptualizations of language and literacy in education. In H. P. Laursen, S. Bagga-Gupta, A. Pitkänen-Huhta, L. Holm & A. Golden (Eds.), Educational Linguistics (pp. 145-163). Springer. https://doi.org/10.1007/978-3-030-26994-4_8
Laursen, P. F. (2019). Tre pointer fra Grue-Sørensen til nutidens pædagogik. Studier i Pædagogisk Filosofi, Årg. 7(nr. 1), 13-22. https://doi.org/10.7146/spf.v7i1.102698
Sørensen, A. (2019). Truth in Education and Science: The Central Idea of the University. Eco-ethica, 8, 201-244. https://doi.org/10.5840/ecoethica20206226
Jankvist, U. T., Misfeldt, M. & Aguilar, M. S. (2019). Tschirnhaus' transformation: mathematical proof, history and CAS. In Proceedings of the Eighth European Summer University on History and Epistemology in Mathematics Education ESU 8 (pp. 319-330). https://skriftserien.hioa.no/index.php/skriftserien/article/view/664/179
Rørbech, H., Thomas Jankvist, U. & Bremholm, J. (2019). Tværfaglige møder mellem matematik og dansk. In L. Krogager Andersen, P. Hobel & S.-E. Holgersen (Eds.), Tværfaglighed og fagligt samspil (pp. 63-85). Aarhus Universitetsforlag.
Andersen, L. K., Hvidtfelt Johansen, A. K. & Amrani, C. (2019). Tværsproglige Læringsrum. Sprogforum, 68, 38-46. https://doi.org/10.7146/spr.v25i68.128430
Bundsgaard, J. & Kreiner, S. (2019). Undersøgelse af De Nationale Tests måleegenskaber. (Rev. 2 ed.) Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.
Kabel, K., Bremholm, J. & Hanghøj, T. (2019). Understanding game design activities as literacy practices in a school context: Outline for a theoretical framework. 1-11. Paper presented at 12th ARLE conference , Lisbon, Portugal.
Frandsen, H. V. (2019). Undervisning, entusiasme, anklage: figurer for heteronomi hos Levinas. In C. B. Michaelsen, M. G. Henriksen & R. Rosfort (Eds.), Selvforståelse og selvfremmedgørelse: eksistentiel hermeneutik : bind 2 (pp. 81-102). Eksistensen Akademisk.
Stovgaard, M. & Christensen, J. H. (2019). Undervisningsmateriale - Kend din mad: Et forløb omkring smag og sanser.
Knoop, H. H. (2019). Unity and diversity in positive psychology. In L. E. Van Zyl & S. Rothmann Sr. (Eds.), Evidence-based positive psychological interventions in multi-cultural contexts (pp. vii-viii). Springer. https://doi.org/10.1007/978--3-030-20311-5
Petersen, K. B. (2019). Updates JISTE - Journal of International Society for Teacher Education. International Society for Teacher Education. https://isfte.org/index.php/2019/11/13/isfte-newsletter-number-40-november-2019/
Hayas, C. L., Izco-Basurko, I., Fullaondo, A., Gabrielli, S., Zwiefka, A., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdóttir, A. S., Donisi, V., Carbone, S., Rizzi, S., Mazur, I., Krolicka-Deregowska, A., Morote, R., Anyan, F., Ledertoug, M. M., Tange, N., Kaldalons, I. ... The UPRIGHT consortium (2019). UPRIGHT, a resilience-based intervention to promote mental well-being in schools: study rationale and methodology for a European randomized controlled trial. BMC Public Health, 19(1), Article 1413. https://doi.org/10.1186/s12889-019-7759-0
Ledertoug, M. M., Knoop, H. H. & Tange, N. (2019). UPRIGHT Program Adaptation & Validation to regional Needs. Online.
Hyldgaard, K. (2019). Vi er alle lige fremmede: Anmeldelse af Mads Peter Karlsen (2018). Dødsdrift og næstekærlighed. Seks kapitler om teologi og psykoanalyse hos Kierkegaard, Kafka, Freud og Lacan. København: Eksistensen . Dansk Kirketidende, 171(1), 14-15.
Jankvist, U. T., Misfeldt, M. & Aguilar, M. S. (2019). What happens when CAS-procedures are objectified? the case of "solve" and "desolve". Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5
Wieser, C. (2019). What teachers do to develop expertise: A personal knowledge perspective. Paper presented at The Danish School of Education Spring Symposium , Aarhus, Denmark.
Petersen, K. B. (2018). About this issue: Education: Teaching and learning for the future. Journal of the International Society for Teacher Education, 22(1), 6.
Nordentoft, H. M. & Olesen, B. R. (2018). A critical reflexive Perspective on othering in collaborative knowledge production. Qualitative Research Journal, 18(1), 55-66. https://doi.org/10.1108/QRJ-D-17-00007
Rømer, T. A. (2018). Afkast. Weekendavisen, 3.
Broström, S. (2018). Aktionslæring, forskning og forankring. MONA - Matematik- og Naturfagsdidaktik, (1), 81-84. https://tidsskrift.dk/mona/article/download/104479/153370/
Schilhab, T. (2018, Mar 1). Alle taler om vejret - naturen, der altid er der. https://www.folkeskolen.dk/627658/alle-taler-om-vejretnaturen-der-altid-er-der
Sallingboe, B. & Schmidt, L.-H. (2018). Åndehuller: Forord. In Naturen forkæler din hjerne: Om samskabelse og grøn trivsle i urbane miljøer (1 ed., Vol. 2). Gyldendal.
Petersen, K. B. & Andersen, F. Ø. (2018). A new education pathway for marginalized youth in the US: a model for Denmark and Scandinavia? Reflections based on the approach of the P-tech schools . Journal of the International Society for Teacher Education, 22(1), 43-55. Article 4.

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Revised 16.04.2026
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Lisbeth Hartmann