Theoretical basis

The theoretical basis in the project is system theory complemented with enactment-theory and complexity theory.

This foundation serves as points of reference for the understanding of the challenges the preservice training face in developing a research-based model for teacher training. Through the four specific pillars in the project we draw on theory that can be related to the issues of enactment and complexity, but are also being more specific in its relation to school teaching and learning and teacher education from the angle of the concept of teaching and learning and teacher identity.

However, didactics challenges the viewpoint that individuality and character can be formed through abstract systems. They are formed by humans. Thus we have to deal with the tensions between a system theoretical and a didactic approach to teacher education. Didactical theory is thus more oriented to models for Bildung and the relation to content. Curriculum theory however integrates more system perspectives related to content and functional skills. Thus there are tensions in the relation between complexity and system theory and different theoretical approaches to teacher education. This tension is also reflected in theory concerning professionalization, learning and artifacts for learning. These tensions are confronted in the theoretical foundation for the project.