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Term originating from the Greek noun ‘teaching’ and stemming from the German tradition of theorizing classroom learning and teaching. It is a singular noun spelt in the plural form, indicating that connotations to the somewhat pejorative English word ‘didactic’ (e.g. text overburdened with instructive matter or oversimplifying way of teaching) are not intended. Didactics serves as a major theory in teacher education and curriculum development, especially in the German-speaking and Scandinavian countries, as well as in the Russian Federation. (Source: Seel 2012). In French, German, and Scandinavian educational contexts there is a marked tendency to include educational practice as part of the concept of didactics where the term is viewed as the theory and practice of teaching and learning. In a simplified way, the concern of didactics can be described as follows: what should be taught and learned (the content aspect); how do we teach and learn (the aspects of transmitting and learning); and to what purpose or intention should something be taught and learned (the goal/aims aspect). (Source: Kridel 2010).

See also ‘Pedagogy’.

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