Københavns Professionshøjskole Læreruddannelsen

General didactics

Studieordning: 2014 (LU 07, Frb.)

The core of the subject

The subject forms the basis of the teacher’s practice when planning, carrying out and assessing teaching.


The teacher’s cross curricular competences are central especially in relation to the teacher’s collaboration on planning and carrying out teaching with focus on continuity, progression and variation for each pupil as well as the whole group.


General didactics deal with questions and problem areas concerning teaching in a general perspective and across the didactics of various school subjects. General didactics form the basis to collect and synthesize an understanding of the teacher’s role in school.


The subject therefore aims at general didactic competences concerning collaboration, differentiated teaching, management -and development of teaching.


The overall aim is that the student acquires theoretical insight and practical competences to describe, analyse and assess teaching. This is both independently and in collaboration with pupils and colleagues.  The students must be able to make choices and argue for choices in relation to planning, carrying out and assessing teaching. This must be in respect to the complexity of practice and taking in the role of the school as a whole.


The aim is therefore that the student acquires competences

-          to analyse the school’s objectives, aims and content of the student’s main subjects as well as other main subjects in order to make coherent teaching  that ensures a broad cross curricular progression in relation to a group of pupils and to take part in teaching where cross curricular topics and problems are in focus.

-          to apply didactic research in relation to planning, carrying out and assessing teaching.

-          to observe, analyse and assess the pupil’s competences across the curriculum  in the light of the pupils’ versatile development.

-          to describe, analyse and assess teaching and the pupil’s learning with a view to problems of a general interest to the school.

-          to use IT as a didactic tool in relation to preparation and carrying out teaching.

-          to understand the school’s general regulations on differentiated teaching, pupil participation, project work, and assessment in relation to the regulations in each subject and in the view of making plans, carry out and assess teaching for a group of pupils.

-          to critically reflect on and examine didactic categories such as aim, content, methods, work patterns and assessment and thereby take a stand on different approaches to the construction of a curriculum.

-          in collaboration with colleagues to prepare common subject-related and pedagogical aims, common content  and common teaching of pupils.

-          to collaborate with the pupil or group of pupils in the view of the pupil’s perspective and opinion-forming in the lessons and to set up rules and manage teaching and learning processes on a democratic basis.

Central knowledge and proficiency areas:


-          didactic challenges on a social, organisational, interactional and individual level with a view of describing, analysing and developing teaching.

-          observation, description, analysis and assessment of teaching on the basis of criteria for best practice and on the basis of research and experience-based knowledge in a developmental perspective.

-          the laws of the Danish Folkeskole (elementary and secondary school), understandings of main subjects and cross curricular work, view of teaching and learning. Comparative studies of other countries’ aims and objectives in relation to the Danish school system.

-          international conventions and laws including professional secrecy, the duty to inform authorities and to pass on information.

-          knowledge about the teacher’s didactic management and framework of the teaching practice including the interaction between teacher and pupil.

-          different teaching and work methods; classroom teaching, group work, theme and topic-based work, workshop teaching and project work.

-          different ways to organise the teaching of pupils and the work of the teachers including IT as a tool for work and communication.

-          collaboration with pupils on aims, content and work methods with the view of the pupils’ prerequisites and potentials.

-          didactic theories on aim, content and curriculum, teaching and work methods, assessment, the use of assessment results, differentiated teaching and pupil participation.

-          Planning and assessment of teaching together with colleagues on the level of pupils, teaching and annual plans.

General didactics at Department of School and Learning

Description of content and exam
The subject of general didactics lasts from September till January. The core of the subject is didactical reflections on the relationship between theory, curriculum, and practice. The subject takes a normative and an analytical approach. The students work with empirical data and documentation as well as examples of how to plan, carry out and evaluate different forms of teaching and learning..

We include a comparative perspective in the analysis of teaching and learning based on research and evidence, where didactical models are fundamental. The relationship between pedagogy, psychology, subject oriented didactics, and general didactics are discussed and clarified.

Exam paper

First Part:
A comprehensive training plan specifying the normative and theoretical reasoned basis for the plan. The paper must include pedagogical, psychological and general didactic concepts and categories and relate to practice.

Second Part:
An analysis and evaluation of the lessons and the plan. The analysis must be based on self-produced empirical data and include reflections on completed education and provide impetus for further development of own teaching practice.
The second part ends with  four didactic dilemmas that form the basis for the draw for the oral examination. 

The two-part task must not exceed 10 pages. If two or more students chose to write together, it is the task clear who wrote what. A group made the task must not exceed 13 pages.

The first and second part of the assignment must be handed in simultaneously before Christmas.

The subject's FTE/ECTS

0,25 ÅV/15 ECTS


Oral individual examination


The four general didactic issues/problems derived from the written task second part that form the basis for the draw for the oral examination.

The oral test takes the form of an interview on both the written assignment and the problem drawn by lot.


30 minutes.

Basis for rating

The student's level of achievement of course goals and CKF and the curriculum in general. Also included explanation of the exam based on the information on the organization of the teaching and content.

Conditions for setting the test

Written assignment consisting of two parts.

3 approved assignments from the semester; formulated by the lecturer


One mark is given after the 7-point scale.

The grade is an overall assessment of both the written and the verbal performance.

External examiner


Oversigt over studieordning 2014 (LU 07, Frb.)


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