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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Schilhab, T. & Groth, C. (2024). Preface. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. xv). Taylor and Francis Group.
Hartmann, L. M., Schukajlow, S., Niss, M. & Jankvist, U. T. (2024). Preservice teachers’ metacognitive process variables in modeling-related problem posing. Journal of Mathematical Behavior, 76, Article 101195. https://doi.org/10.1016/j.jmathb.2024.101195
Nørgård, R. T. & Whitton, N. (2024). Principles for the playful university. In The Playful University: Philosophy, Pedagogy, Politics and Principles (pp. 293-307). Taylor and Francis Group. https://doi.org/10.4324/9781003354956-25
Thestrup, K. (2024). Proces for fremtiden - lille digtsuite om teater og kunstig intelligens. DRAMA : Nordisk dramapedagogisk tidsskrift, 61(2), 49-51. Article 6. https://doi.org/10.18261/drama.61.2.8
Nørgård, R. T. & Holflod, K. (2024). Protocol 1: Quadruple Helix Cultural Innovation EPIC-WE Quadruple Helix Cultural Ecosystems and Cultural Hubs (Initial protocol). Zenodo. https://doi.org/10.5281/zenodo.13885978
Nørgård, R. T. & Holflod, K. (2024). Protocol 2: Cultural Game Jam Kit: EPIC-WE Cultural Game Jam Processes, Phases, Methods, and Tools (Initial protocol). Zenodo. https://doi.org/10.5281/zenodo.13886448
Prytz, J., Ahl, L. M., Jankvist, U. T. & Ratnayake, I. G. (2024). Psychological theory and innovations in reforms of mathematics education – a question of discourse and grammar. In T. Evans, O. Marmur, J. Hunter, G. Leach & J. Jhagroo (Eds.), Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 25-32). Psychology of Mathematics Education (PME).
Lindenskov, L. B. (2024). Regnehuller og mostation. Matematik: tidsskrift for regne- og matematiklærere, 52(3), 26-29. Article 5.
Hersom, C. (2024). Resiliens i forandringsprocesser: Psykologiske ressourcer på topledelsesniveau. Erhvervspsykologi, 22(1), 30-46.
Heger, S. (2024). Sammen om at skrive i forfatterskoler for børn. In N. Christensen & A. Quist Henkel (Eds.), Alliancer: Børn, voksne, litteratur og medier (pp. 65-74). Hans Reitzels Forlag.
Baun, L. (2024). Samskrivning og mimesis: En undersøgelse af relationerne mellem elever, lærere, tekster og digital teknologi i 1. klasse. [PhD dissertation, Aarhus University]. Aarhus Universitet.
Gerick, J., Tulowitzki, P., Eickelmann, B., Bundsgaard, J., Annemann, C. & Menge, C. (2024). School Management Activities in a Digital Age: An International Comparison Based on ICILS 2018. Research in Educational Administration and Leadership, 9(4), 659-695. https://doi.org/10.30828/real.1485901
Heger, S. & Hvass, H. (2024). Skriv og skriv: Hvordan få til oppgaveskriving. Fagbokforlaget AS.
Heger, S. & Arndal, L. S. (2024). Skriv sammen i grupper: Skriveproces, organisering, teknikker. Hans Reitzels Forlag.
Esbensen, G. L., Schilhab, T. & Balling, G. (2024). Smart technology in nature-based learning: Embodied and situated processes. In Embodied Learning and Teaching Using the 4E Cognition Approach: Exploring Perspectives in Teaching Practices (pp. 126-136). Taylor and Francis Group. https://doi.org/10.4324/9781003341604-18
Sattrup, L. & Knudsen, L. E. D. (2024). Stedsans: Elevdeltagelse i eksterne læringsmiljøer. Unge Pædagoger, 2024(2), 67-76.
Bach, C. C., Bergqvist, E. & Jankvist, U. T. (2024). Students’ dynamic communication while transforming mathematical representations in a dynamic geometry environment. ZDM - Mathematics Education, 56(4), 543-557. https://doi.org/10.1007/s11858-024-01575-x
Kabel, K., Christensen, M. V. & Tannert, M. (2024). Students’ metalinguistic repertoires about writerly choices in the context of L1 writing education. 1-2. Abstract from ARLE IFTE conference (14th ARLE conference) (online), Melbourne, Australia.
Knudsen, L. E. D., Wiberg, M., Petersen, K. B. & Haastrup, L. (Eds.) (2024). Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts. Routledge. https://doi.org/10.4324/9781003407775
Wieser, C. (2024). Teacher qualities that make teachers stay in the profession: Addressing teacher shortage in Nordic countries with ethics of care. In L. E. Damgaard Knudsen, K. Bjerg Petersen, M. Wiberg, H. Plauborg & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools New Reflections, Future Challenges, and Global Impacts (pp. 51-65). Routledge. https://doi.org/10.4324/9781003407775-5
Lindhardt, E. (2024). Teaching Controversial Issues: Human Rights as a Frame for Transmitting Cultural Heritage in Religious Education. Abstract from International Association of Human Rights Education Conference, London, United Kingdom.
Gammon, A., Zolyomi, A., Wong, R. Y., Eriksson, E., Jensen, C. G. & Nørgård, R. T. (2024). Teaching responsible engineering and design through Value-Sensitive Design. In The Routledge International Handbook of Engineering Ethics Education (pp. 392-408). Routledge. https://doi.org/10.4324/9781003464259-27
Sattrup, L. & Knudsen, L. E. D. (2024). Teaching with tolerance: Students’ surprisingly positive participation in an out-of-school learning environment. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools: New Reflections, Future Challenges, and Global Impacts (pp. 186-201). Routledge. https://doi.org/10.4324/9781003407775-16
Larsen, L. K. (2024). Tekstkohærens i faget dansk på mellemtrinnet: Et kvalitativt studie af én elevs tekster belyst gennem teksternes empiriske skrivekontekster. Acta Didactica Norden, 18(3), Article 7. https://doi.org/10.5617/adno.10744
Nuriler, H. & Smedegaard Ernst Bengtsen, S. (2024). The Entangled Becoming in Humanities Doctoral Education. Studies in Graduate and Postdoctoral Education, 15(3), 225-239. https://doi.org/10.1108/SGPE-08-2023-0074
Nørgård, R. T. & Whitton, N. (Eds.) (2024). The playful university: Philosophy, pedagogy, politics and principles. Routledge. https://doi.org/10.4324/9781003354956
Tamborg, A. L., Elicer, R., Bråting, K., Geraniou, E., Jankvist, U. T. & Misfeldt, M. (2024). The Politics of Computational Thinking and Programming in Mathematics Education: Comparing Curricula and Resources in England, Sweden, and Denmark. In B. Pepin, G. Gueudet & J. Choppin (Eds.), Handbook of Digital Resources in Mathematics Education: Springer International Handbooks of Education (pp. 1367-1392). Springer. https://doi.org/10.1007/978-3-030-95060-6_55-1
Falch, L. A. & Haastrup, L. (2024). The professionals’ voice matters: – a cultural-theoretical and discourse-analytical exploration of the relationship between the organization of home care in interdisciplinary teams and the roles of professionals, professionalism, professional identity, and collaboration. Praxeologi - Et kritisk refleksivt blikk på sosiale praktikker, 6, Article e4092. https://doi.org/10.15845/praxeologi.v6.4092
Esbensen, G. L. & Schilhab, T. (2024). The Promises and Perils of Danish Nature App Developers. In Routledge Handbook of Mobile Technology, Social Media and the Outdoors (pp. 205-215). Routledge. https://doi.org/10.4324/9781003367536-21
Nørgård, R. T., Bosanquet, A. & Grant, B. (2024). The slow scholar in the accelerated university: Slowness as solidarity. In The Contemporary Scholar in Higher Education: Forms, Ethos and World View (pp. 133-153). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-59435-9_7
Nuriler, H. (2024). "The voyage out": my international doctoral experience. In E. Jones, N. Björn, C. Rönnqvist & K. Sullivan (Eds.), Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes (pp. 202-203). Routledge.
Geraniou, E., Jankvist, U. T., Elicer, R., Tamborg, A. L. & Misfeldt, M. (2024). Towards a definition of “mathematical digital competency for teaching”. ZDM - Mathematics Education, 56(4), 625-637. https://doi.org/10.1007/s11858-024-01585-9
Jensen, M. P. & Heiden, T. (2024). Tryllepinde i skolen: Om begær og forviklede materialiteter i danskfaget. Learning Tech – Tidsskrift for læremidler, didaktik og teknologi, (15), 46-74. https://doi.org/10.7146/lt.v10i15.145611
Falch, L. A. & Haastrup, L. (2024). Tværfaglige teams i ældreplejen - mellem tværfaglighed og fagfaglighed: -: afrapportering af forskningsprojektet ”Tværfagligt samarbejde i nye organisationsformer – faglighed og fagidentitet” (SAMMENFATNING). https://vpt.dk/hjemmepleje/ny-forskning-saadan-lykkes-tvaerfaglige-teams
Haastrup, L. & Falch, L. A. (2024). Tværfaglige teams i ældreplejen - mellem tværfaglighed og fagfaglighed: -: afrapportering af forskningsprojektet ”Tværfagligt samarbejde i nye organisationsformer – faglighed og fagidentitet” (HOVEDRAPPORT). https://vpt.dk/hjemmepleje/ny-forskning-saadan-lykkes-tvaerfaglige-teams
Niss, M., Jankvist, U. T. & Blomhøj, M. (Eds.) (2024). Udfordringer og muligheder i gymnasial matematikvejledning: detektion, diagnosticering og intervention. Frydenlund Academic.
Laursen, H. P. & Holm, L. (2024). Undervisning i dansk som andetsprog. Dansklærerforeningen.
Højgaard, T. (2024, Apr 24). Undervisningsformativ evaluering af matematiske kompetencer. Nationalt Center for Udvikling af Matematikundervisning. https://matematikdidaktik.dk/tema/undervisningsformativ-evaluering-af-matematiske-kompetencer
Thurm, D., Geraniou, E. & Jankvist, U. T. (2024). Unpacking teacher beliefs about mathematical digital competency. In D. Diamantidis, M. Karavakou, M. Grizioti & C. Kynigos (Eds.), Proceedings of the 16th International Conference on Technology in Mathematics Teaching (pp. 247-254). National and Kapodistrian University of Athens. https://doi.org/10.5281/zenodo.13747986
Blomhøj, M. & Haavold, P. Ø. (2024). Utforskende undervisning: fra teori til praksis. In P. Ø. Haavold (Ed.), Utforskende undervisning i matematikk (pp. 40-54). Universitetsforlaget.
Dalsgaard, C. & Pedersen, A. (2024). Verdensborger: Globalt udsyn og kulturel indsigt. NCFF, Aarhus Universitet. https://viden.ncff.dk/ncff/verdensborger-globalt-udsyn-og-kulturel-indsigt
Kabel, K. (2024). Vignet 1. Sprog som springbræt: Dialoger på tværs af sprogfag. In P. Daryai-Hansen & N. Drachmann (Eds.), Flersprogethedsdidaktik (pp. 25-26). Akademisk Forlag.
Schilhab, T. & Esbensen, G. L. (2024). Vilde dyr forbinder os med naturen: om ærefrygt og økopædagogik. Psyke & Logos, 44(2), 109-130. https://doi.org/10.7146/pl.v44i2.151595
Petersen, K. B. (2024). Why does a teacher remain at a high-risk school? Reflections on ethics and teaching quality in a culturally diverse and socioeconomically disadvantaged school in Denmark. In L. E. D. Knudsen, M. Wiberg, K. B. Petersen & L. Haastrup (Eds.), Teacher Ethics and Teaching Quality in Scandinavian Schools : New Reflections, Future Challenges, and Global Impacts (pp. 143-160). Routledge. https://doi.org/10.4324/9781003407775-12
Bremholm, J. & Kabel, K. (2024). Young children’s textual worlds: Topics and emergent genres in students’ early writing. Abstract from ARLE IFTE conference (14th ARLE conference) (online), Melbourne, Australia. https://arle.conference-system.com/reports/abstract?id=3068
Broström, S. (2023). 1+1=3 når pædagoger og lærere samarbejder. Liv i skolen : tidsskriftet om lærernes hverdag og det gode arbejde i skolen, 25(1), 7-13. Article 1.
Ratnayake, I. G., Ahl, L. M., Prytz, J. & Jankvist, U. T. (2023). A comparison of the implementation of two large-scale innovations in mathematics education: TRIUMPHS and ‘Boost for Mathematics’. In P. Drijvers, H. Palmér, C. Csapodi, K. Gosztonyi & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) Eötvös Loránd University and ERME.
Bach, C. C. (2023). Adapting Profiles for CAS to Students’ Use of DGE: Through a Transition Perspective. Digital Experiences in Mathematics Education, 9(2), 343-371. https://doi.org/10.1007/s40751-022-00123-0
Aguilar, M. S., Ahl, L. M., Jankvist, U. T. & Helenius, O. (2023). A Delphi-inspired study on the concepts of large and small-scale projects in mathematics education research. In P. Drijvers, H. Palmér, C. Csapodi, K. Gosztonyi & E. Kónya (Eds.), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) Eötvös Loránd University and ERME.
Lindenskov, L. B. & Granerud, L. S. (2023). Ældre elever på erhvervsskoler. https://matematikdidaktik.dk/tema/aeldre-elever-paa-erhvervsskoler

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Revised 16.04.2026
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Lisbeth Hartmann