Danish School of Education

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 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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Nielsen, C. F. & Wiberg, M. (2022). Etik i skolen: filosofi og empiri i et studie af etik i klasseværelset. In A. N. Holm (Ed.), Filosofi og empiri (pp. 47-62). Aalborg Universitetsforlag.
Nielsen, C. F. & Wiberg, M. (2022). Etik og pædagogik. In J. Bjerre & P. F. Laursen (Eds.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2 ed., pp. 173-193). Hans Reitzels Forlag.
Broström, S. (2022). Et modigt læringsmiljø. In S. Broström & K. Mellon (Eds.), Mod i pædagogikken (pp. 67-95). Akademisk Forlag.
Rømer, T. A. (2022). Europæisk dannelse. In Pædagogikhåndbogen : seks tilgange til pædagogik (pp. 137-155). Hans Reitzels Forlag.
Højgaard, T. & Johansen, S. G. (2022). Evaluering af begrebsforståelse ved hjælp af begrebskort. Matematik, 2, 22-28.
Knudsen, L. E. D. & Gjessing, E. (2022). Exemplary in teaching outside school: a case study of Open School in Denmark. Learning Environments Research, 25(3), 859-874. https://doi.org/10.1007/s10984-021-09399-2
Carlsson, M. S. (2022). Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and wellbeing. Health Education, 122(3), 335-349. https://doi.org/10.1108/HE-09-2020-0080
Carlsson, M. S. & Torres, I. (2022). Exploring the idea of school meals as an element of educating for viable futures. In D. Ruge, I. Torres & D. Powell (Eds.), School Food, Equity and Social Justice: Critical Reflections and Perspectives (pp. 215-228). Routledge. https://doi.org/10.4324/9781003112587
Østergaard, M. K. & Sun, D. (2022). Facilitating Teachers’ Reflections on the Nature of Mathematics Through an Online Community. In U. T. Jankvist & E. Geraniou (Eds.), Mathematical Competencies in the Digital Era (Vol. 20, pp. 255-268). Springer. https://doi.org/10.1007/978-3-031-10141-0_14
Bessems, K., Simovska, V., Willems, M., Carlsson, M. S. & De Vries, N. (2022). Factors influencing sustainability of online platforms for professionals: a mixed-method study in OECD countries . Health Promotion International, 37(1), Article daab063. https://doi.org/10.1093/heapro/daab063
Fougt, S. (2022). Fagforståelsen: en udfordring i scenariedidaktik. In Håndbog i scenariedidaktik (pp. 81-95). Aarhus Universitetsforlag.
Boie, M. A. K. & Dalsgaard, C. (2022). Feedback-aktiviteter i ungdomsuddannelse: Mod en åben kultur for selvstændighed, samarbejde og refleksion. Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.
Wieser, C. & Unterweger, G. (2022). Field relations in educational ethnographies: innovative approaches and new strategies in fieldwork. Paper presented at European Educational Research Association - ECER 2022, Yerevan, Armenia.
Schilhab, T., Esbensen, G. L. & Crety, C. R. (2022). Fire-I tilgangen: en embodied cognition teori om læring . In J. Bjerre & P. Fibæk Laursen (Eds.), Pædagogikhåndbogen (pp. 305-326). Hans Reitzels Forlag.
Lund, H. R. (2022). Flygtig og foranderlig: Identifikation af en elevs læsemotivationsformer i skolens stillelæsning. Viden om Literacy, 31, 6-16. https://www.videnomlaesning.dk/media/5174/31_henriette-romme-lund.pdf
Kristjansdottir, B. (2022). Flygtningebørn klarer sig bedre i svenske skoler end danske, så lad os gøre ligesom dem. Information, Sektion 1, 12-13.
Korsgaard, O. (2022). Folkebegrebets transformationsproces. Slagmark: tidsskrift for idéhistorie , (85), 95-111.
Blomhøj, M. & Skånstrøm, M. (2022). Fornyelse af Bytorvet: et scenariedidaktisk forløb i 8. klasse. In Håndbog i Scenariedidaktik (pp. 217-231). Aarhus Universitetsforlag.
Stovgaard, M. (2022). Forskeren som brobygger mellem forskning og praksis. Asterisk (magasin), 2022(102).
Norup, M. (2022). Forståelsesfællesskaber: Tid og rum til forståelse af litteratur og andre æstetiske tekster. Børn & bøger, (8), 16-18.
Rømer, T. A. (2022, Jan 9). Fra demokrati til biostat: Konkurrencestatens udvidede pædagogik. Eftertrykket.dk. https://www.eftertrykket.dk/2022/01/09/fra-demokrati-til-biostat-konkurrencestatens-udvidede-paedagogik/
Dalsgaard, C., Boie, M. A. K. & Caviglia, F. (2022). Frem dit sprog: Digitale værktøjer i sprogfagene. Aarhus Universitet, Danmarks Institut for Pædagogik og Uddannelse.
Heiden, T., Bundgaard Svendsen, H., Friis, K. & Bonderup, H. (2022). Giv dit ordblinde barn læsesucceser derhjemme. Interactive production . https://www.youtube.com/watch?v=zUUCO2ZBgus&t=3s
Petersen, K. B. (2022). Global Citizenship Education for (Unknown) Futures of Education: Reflections on Skills-and Competency-based versus Virtue-based Education. Journal of Futures of Education, Culture and Nature. Learning to Become. FECUN, 1, 89-101. https://doi.org/10.7146/fecun.v1i.130238
Guichon, M. L. & Pedersen, A. Y. (2022, Jun 23). Global idéhistorie – tilgang, metode og praksis. EMU - Danmarks Læringsportal. https://emu.dk/htx/idehistorie/global-idehistorie/global-idehistorie-tilgang-metode-og-praksis?b=t432-t470-t5543
Dadaczynski, K., Carlsson, M. & Gu, Q. (2022). Guest editorial: Leadership in school health promotion. The multiple perspectives of a neglected research area. Health Education, 122(3), 261-266. https://doi.org/10.1108/HE-04-2022-138
Fougt, S., Bundsgaard, J., Hanghøj, T. & Misfelt, M. (Eds.) (2022). Håndbog i scenariedidaktik. Aarhus Universitetsforlag. Didaktiske studier
Arvanitakis, J., Rider, S., Hornsby, D., Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Hope and the grand challenges: the (new) priorities of the contemporary university. 4-5. Abstract from Philosophy and Theory of Higher Education Conference, Uppsala, Sweden.
Jankvist, U. T., Aguilar, M. S., Misfeldt, M. & Koichu, B. (2022). How about fidelity? Implementation and Replication Studies in Mathematics Education, 2(2), 131-148. https://doi.org/10.1163/26670127-02012020
Petersen, K. B. (2022). How has teacher education in Denmark reacted to the increase of migration-related diversity in schools?. Abstract from TEPE 2022 Conference, Graz, Austria.
Laursen, P. F. (2022). Hvad bliver fremtiden for pædagogiske koncepter? Unge Pædagoger, 2022(1), 5-11.
Hansen, J. J. & Nørgård, R. T. (2022). Hvad er Digital pædagogik? Konturer af et nyt praksis- og forskningsfelt. Dansk Universitetspædagogisk Tidsskrift, 17(32), 107-128. https://doi.org/10.7146/dut.v17i32.129582
Niss, M. & Jankvist, U. T. (2022). Hvad er matematisk ræsonnement? NCUM|Nationalt Center for Udvikling af Matematikundervisning.
Niss, M. & Jankvist, U. T. (2022). Hvad viser matematikdidaktisk forskning om ræsonnementer i matematik? NCUM|Nationalt Center for Udvikling af Matematikundervisning.
Ejersbo, L. R. (2022). Hvordan og hvorfor opstår der benspænd for at udvikle regnestrategier? MONA - Matematik- og Naturfagsdidaktik, 2022(3), 104-107. Article 8. https://tidsskrift.dk/mona/article/view/133870/178895
Korsgaard, O. (2022). Hvorfor åndsfrihed i 1975? In O. Korsgaard & M. A. Mørch (Eds.), Åndsfrihed i det moderne samfund (pp. 173-192). Aarhus Universitetsforlag.
Nørgård, R. T. & Hilli, C. (2022). Hyper-hybrid learning spaces in higher education. In E. Gil, Y. Mor, Y. Dimitriadis & C. Köppe (Eds.), Hybrid Learning Spaces (pp. 25-41). Springer. https://doi.org/10.1007/978-3-030-88520-5
Ahl, L. M., Aguilar, M. S., Jankvist, U. T., Misfeldt, M. & Prytz, J. (2022). Implementation research on instructional sequences focusing on mathematical concepts and competencies: Results from a review. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12) (pp. 4087-4094). ERME and Free University of Bozen-Bolzano. https://hal.archives-ouvertes.fr/hal-03760078/document
Fougt, S. (2022). Indhold. In B. Nielsen (Ed.), Danskdidaktisk opslagsbog (pp. 253-260). Hans Reitzels Forlag. https://hansreitzel.dk/products/danskdidaktisk-opslagsbog-bog-54567-9788702332568#
Olsen, A.-M. E. (2022). Indledning. In Platon : Tre dialoger (pp. 7-43). Gyldendal.
Hyldgaard, K. & Hansen, B. B. (2022). Indledning: Udenfor. Lamella – Tidsskrift for teoretisk psykoanalyse, (8), 7-13. Article 1.
Caspersen, M. E. & Fougt, S. (2022). Informatics as a common fundamental competence at all educational levels. Acta Didactica Norden, 16(4), Article 9919. https://doi.org/10.5617/9919
Broström, S. & Hansen, O. H. (2022). Ingen modsætning mellem omsorg og læring. Information, Sektion 1 , 17-17. https://www.information.dk/debat/2022/01/fejl-opstille-modsaetning-mellem-omsorg-laering
Wieser, C. (2022). Innovation and Transformation in Educational Ethnographic Research: A commentary on the production of knowledge in ethnographic research. Paper presented at 7. International Ethnography Conference: What’s new? Innovation and Transformation in Educational Ethnographic Research, Flensburg, Germany.
Dohn, N. B., Madsen, S. R., Møller, K. L., Sølvberg, J. & Thomsen, M. B. (Eds.) (2022). Interlab: 11 pædagogiske formater. DPU - Danmarks Institut for Pædagogik og Uddannelse.
Barnett, R. & Smedegaard Ernst Bengtsen, S. (2022). Into or out of the Light? Four Shades of Pedagogical Darkness. In A. Mahon (Ed.), The Promise of the University: Reclaiming Humanity, Humility, and Hope (pp. 147-158). Springer. https://link.springer.com/chapter/10.1007/978-981-16-5277-6_12
Heiden, T. & Jensen, M. P. (2022). Intra-aktiv fagdidaktik: Teori-praksis i arbejdet med video i læreruddannelsens danskfag. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, 7(11), 125-144. https://doi.org/10.7146/lt.v7i11.126049
Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Introduction: Understanding the Transformation of the University . In S. Bengtsen & R. Gildersleeve (Eds.), Transformation of the University : Hopeful Futures for Higher Education (pp. 1-9). Routledge. https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265
Michelsen, C., Beckman, A., Freiman, V., Jankvist, U. T. & Savard, A. (2022). Introduction: 15 years of Mathematics and Its Connections to the Arts and Sciences. In C. Michelsen, A. Beckmann, V. Freiman, U. T. Jankvist & A. Savard (Eds.), Mathematics and Its Connections to the Arts and Sciences (MACAS) : 15 Years of Interdisciplinary Mathematics Education (pp. 3-12). Springer. https://doi.org/10.1007/978-3-031-10518-0
Elicer, R., Jankvist, U. T., Clark-Wilson, A., Weigand, H.-G. & Thomsen, M. (2022). Introduction to the proceedings of ICTMT 15. In U. T. Jankvist, R. Elicer, A. Clark-Wilson, H.-G. Weigand & M. Thomsen (Eds.), Proceedings of the 15th international conference on technology in mathematics teaching (ICTMT 15) (pp. 7-9). Danish School of Education, Aarhus University.

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Revised 16.04.2026
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Lisbeth Hartmann