Didactic Elements Research Articles

PSYCHOMOTRICITY FOSTERING PRESCHOOL PUPILS’ LONG-TERM LEARNING

The present research analyses whether an intervention based on employing a grounded psychomotor methodology favours meaningful learning and long-term memorization of curricular content in the same way as an expository methodology would. A comparative analysis between the effects of one methodological intervention and another is performed. The study is carried out with two natural groups of preschool pupils (5-6 years old). The acquisition of content following each of the four sessions programmed for both methodologies, and its memorization in three time frames of 24 hours, 7 days, and 31 days, is evaluated. To evaluate learning and memorization of content, a verbal recognition test and a verbal memorization test are used. The study shows that during the grounded psychomotor intervention, as a methodology that uses meaningful motor skills experienced in an interdisciplinary framework, preschoolers improved their learning. The analysis of the methodological effect was significant despite having found significant differences between groups. Memorization over short (24h), medium-term (7 days) and long-term (31 days) periods of time presents similar values ​​between both methodologies, showing an important recall capacity in both methodologies. In memorization, there are also significant differences according to the group and methodology. The study considers that significant motor interventions experienced as strategic didactic elements are worth considering as a strategy to improve content learning in an educational context at the preschool stage. This study enables us to consider the need to establish mechanisms for preschoolers to control emotional intensity when using psychomotor tasks and delivering intentionally directed curriculum content. A comprehensive examination of the research allows us to contend that although the formative assessment process, which is a byproduct of the learning process itself, has contributed to high memorization results over time, teaching-learning dialogic and constructivist methodologies can be held responsible for very low levels of forgetting.

A AMÉRICA INVERTIDA DE TORRES-GARCÍA: DO BOLIVARIANISMO DE CHÁVEZ AO SUL GLOBAL DE LULA

This article analyzes the relationships between Torres-García's work "Inverted America" and its use as a didactic element in the contexts of Bolivarian Venezuelan integrationism (Pátria Grande) and the most recent Brazilian diplomacy, anchored in the concept of the Global South. The discursive and conjunctural comparison of Bolivarianism and Brazil in international forums, referencing the motto of the Escuela del Sur de Torres-García, "Nuestro Norte es el Sur", allowed us to conclude that there is a gradual abandonment of the motto above by post-Chavismo. Hugo Chávez and a rising and striking presence of the Uruguayan artist's integrationist utopia in the Brazilian argument in defense of the voices of the South. Another conclusion is the adaptability of Torres-García's most famous work, which, although originated with artistic and cultural purposes, adapts to different foreign policies, such as those of Brazil and Venezuela. The didactic aspect of Torres-García's work enables the transition from the Escuela del Sur maxim in the context of Bolivarianism to the reaffirmation of the Brazilian presence in international debates on integration.

Development and Implementation of a Family Presence Facilitator Curriculum for Interprofessional Use in Pediatric Medical Resuscitations.

Family presence during pediatric medical resuscitation has myriad benefits. However, there is significant heterogeneity in provider acceptance and implementation of the family support role. We designed this curriculum to teach all members of the health care team best practices in the Family Presence Facilitator (FPF) role during pediatric medical resuscitations. We applied Kern's six-step approach to develop an FPF curriculum comprising didactic and interactive elements, along with training for simulated participants. We implemented the curriculum through (a) live sessions (30-minute didactic or 90-minute workshop) for learners; (b) a 20-minute asynchronous version of the didactic curriculum for self-directed learning; and (c) a 1-hour, monthly, in situ simulation curriculum in a pediatric emergency department setting. Curriculum evaluation surveys queried self-reported engagement, satisfaction, relevance, confidence, commitment, knowledge, skills, and attitudes in a retrospective pre/post format. We collected data from 153 learners, including attendings, fellows, residents, advanced practice providers, medical students, and child life specialists, between October 2022 and September 2023. Only 22% of participants had received similar prior training. One hundred percent of learners found the curriculum enjoyable and engaging; learners also agreed the curriculum improved their knowledge and skills in providing empathetic and respectful communication (99%); nonspeculative, clear information (100%); and nonverbal support (99%). Of respondents, 100% believed the curriculum would improve the patient care experience. Facilitating family presence during pediatric medical resuscitations is a crucial skill. Our curriculum improves self-reported confidence, knowledge, and skills among interprofessional learners. Next steps include expanding this curriculum beyond the pediatric setting.

The African Human Rights Perspectives Through the Lense of Oral Narratives

Human rights existed in African tradition for societal order and for community responsibility of success and failures. People enjoyed freedom and preserved freedom according to community beliefs and customs. Advocacy was expressed through singing, drama, storytelling and assignment of roles based on age gender and ability. This paper unfolds human rights advocacy oral narratives. Hausa dated as far as BC 14th or 15th Century Arabic writing with the first poets Ibn al- Sabbagh and Muhammadual- Barnawi, other writers of the time were Abdullahi Sikka and Shekh Jibril ibn Umar. The first novels written in Hausa were the result of a competition launched in 1933 by the Translation Bureau in northern Nigeria. One year later the bureau published Muhammadu Bello’s Gandoki, in which its hero, Gandoki, struggles against the British colonial regime. Bello does in Gandoki what many writers were doing in other parts of Africa during this period: he experiments with form and content. His novel blends the Hausa oral tradition and the novel, resulting in a story patterned on the heroic cycle; it also introduces a strong thread of Islamic history. Didactic elements, however, were awkwardly interposed and severely dilute Gandoki’s aesthetic content (as often happened in other similarly experimental African novels). But Bello’s efforts would eventually give rise to a more sophisticated tradition of novel writing in Hausa. His experimentation found its most successful expression in Amos Tutola’s English-language novel The Palm-Wine Drunkard (1952). The Oral narratives understudy Include: Falsehood is More Profitable than Truth (translated from Hausa) One cannot Help an Unlucky Man (translated from Hausa) Wacici and her Friends (translated from Kikuyu). The selected oral narratives experiences displayed injustice of belief in telling lies and trickery, jealousy against the natural beauty and the bad lack aspect due to ignorance and inability to make right judgment for personal benefit. The study was aimed at unfolding antisocial behaviour that existed in in Africa as portrayed in the selected oral narratives. The expression of reaction and action taken to bring social order were represented in the Hausa selected narratives. The study used qualitative method and textual analysis to arrive at the injustice and measures used to condemn injustice as a means to preserve social order

What competencies are needed to develop collaboration between general practitioners and pharmacists through initial interprofessional training? An analysis of training needs through a qualitative occupational didactic approach

BackgroundCollaborative practice in primary health care increases care quality and security. In France, primary health care professionals increasingly work together. The link between general practitioners (GPs) and community pharmacists (CPs) is an important element. Nevertheless, effective collaboration between GPs and CPs is difficult to develop and formalize. Interprofessional education has been identified as a necessary step to prepare “collaborative practice-ready professionals”. We aimed to identify the interprofessional training needs of last-year GP and CP students to develop interprofessional collaborations.MethodWe conducted an analysis of training needs using a method inspired by occupational didactics. We collected data through individual semidirective interviews with CPs and GPs in 2022. At each stage we aimed to identify the elements of the occupational didactics to deduce the training needs in the form of a frame of reference: apparent competencies, emblematic situations and acting characteristics. We conducted an initial deductive thematic analysis to identify the apparent competencies of the two professions, the emblematic situations in which these competencies are used, and the acting characteristics used in these situations. We made an inductive categorization to define the collaborative competence and the families of situations and to model the actions of this GP-CP collaboration.ResultsWe defined the competency “to collaborate effectively in an interprofessional setting in order to respond to care issues in one’s territory” expressed in various professional situations. We described it by three capacities based on two interacting dynamics: one-off exchanges and structured collaborations. Various communication tools facilitate the implementation of these interactions. We modeled the actions of the GP-CP collaboration in the form of a conceptual map.ConclusionThe collaboration between the CP and the GP implements a competency that could be integrated into their professional referential.This competency, entitled “collaborating effectively in interprofessional settings to respond to care issues in one’s territory”, is expressed in a variety of professional situations. It is based on two parallel and interacting dynamics: one-off exchanges and a dynamic of lasting collaboration.This study thus lays the groundwork for the development of this collaborative skill among general practice and pharmacy residents.

Analyzing color training in design education: A review from 2010 to 2022

AbstractThis study was part of a doctoral research project which looked into the current issues with color education, documented by several authors in recent years. It presents a comprehensive analysis of 103 color courses taught within design programs of higher education institutions from different countries over the last 12 years, 2010–2022. The analysis aimed to define the state‐of‐the‐art of including color training within higher education design programs, identify the main didactic strategies implemented, and recognize the main critical aspects to face when proposing an innovative framework for color training. Among the formal aspects analyzed are the course level, the course duration, the student entry profile, the specific disciplinary area, the course location, the type of institution, and the language of the course. The didactic strategy elements analyzed were the learning outcomes, the contents proposed by the course, the teaching strategies implemented, and the suggested bibliography. Finally, a description of the main findings of the analysis is provided to assess how color is being taught within the design area.

Scaffolding geospatial epistemic discomfort: a pedagogical framework for cross-disciplinary landscape research

ABSTRACT Current environmental crises call for an integrated knowledge of landscapes and their ecosystems in a broader sense. This article presents a pedagogical framework for cross-disciplinary landscape research at postgraduate level. The framework is grounded in the use of geospatial epistemic discomfort as a creative force to develop and enhance inquiry skills able to cross and merge disciplinary boundaries. Developed within the Erasmus+ KA2 project “CROSSLAND”, the pedagogical framework is based on the scaffolding of epistemic discomfort through four key didactic elements: 1) cross-disciplinary group work and open-ended assignment, 2) in-field inquiry as pre-training on space-time, 3) replacement of traditional lectures by student-led seminars, 4) GIS labs centred on the exploration of cross-disciplinary portfolios of geospatial approaches and methods given as worked-out examples. Main results from the evaluation of the framework implementation in a Summer School show how learning cross-disciplinarity happened thanks to a scaffolding that allowed, first and foremost, the socialisation of different conceptualisations of space. While students felt at ease with geospatial epistemic discomfort, we can conclude that spatial cognitive processes are powerful in improving abilities beyond the spatial domain.

Street medicine: An interprofessional elective to address the unhoused population crisis

Background and purposeThe homelessness crisis continues to escalate nationwide, yet many healthcare providers are not adequately prepared to provide care for unhoused patients. An interprofessional Street Medicine elective was developed to address identified knowledge gaps in the unhoused population healthcare needs. Educational activity and settingThe course comprised didactic and clinical elements focused on empathetic communication, resource utilization, and medical management for unhoused patients. Course learning outcomes were evaluated via thematic analysis of students' post-course reflective essays. Additionally, students completed a voluntary survey to evaluate course effectiveness in preparing students for healthcare in the unhoused population and to identify areas for course improvement. FindingsThirty students completed the course (17 osteopathic medical, five pharmacy, eight joint physician assistant/public health). All enrolled students submitted mandatory post-course reflections and 57% completed the voluntary survey. Thematic analysis of reflections indicated that the course content challenged biases toward unhoused populations, equipped students with new perspectives on the unique healthcare needs for unhoused patients, and provided interprofessional approaches to address these needs. Voluntary survey results demonstrated students' preparedness to provide effective care for local unhoused patients without bias or stigma. Most students reported they were likely to incorporate the knowledge/skills acquired from the course in their future clinical practice and were satisfied with the course content and organization. SummaryThe Street Medicine elective provided a structured interprofessional curricular opportunity on specialized care for unhoused individuals. This course can be adapted by other healthcare professional programs to empower students to address the growing homelessness crisis.

Some aspects of the analysis of the first world war in modern Serbian and Romanian history textbooks for junior high school

The article compares how modern Serbian elementary school history textbooks and Romanian gymnasium (lower secondary school) history textbooks portray the First World War. It examines the content and sensitive topics between 1914 and 1918, including the causes of the First World War, Romania?s role in the war (1916-1918), and the military campaign carried out by the Central Powers against Serbia in 1915. The article also looks at the role of methodological and didactic elements, as well as visual materials. Additionally, the paper analyzes how historical sources and maps are represented in history textbooks. After analyzing the textbooks, the article concludes that Serbian history textbooks place more importance on memorizing historical facts rather than promoting critical thinking among students. In contrast, Romanian history textbooks encourage students to analyze historical sources and visual material creatively. Furthermore, they offer more examples of role-playing, simulations, and debates, which are essential for developing students? critical thinking skills.

ICF in Bachelor degree programs-the implementation of the ICF in the clinical reasoning process of physical therapists for neurological patients-optimizing the health curriculum for comprehensive patient care.

The International Classification of Function, Disability, and Health (ICF) is known to be a valuable classification model in interprofessional neurorehabilitation, as it can lead to more patient-centered and self-determined treatment. To acquire the competencies implementing the ICF in the field of neurorehabilitation, it is important to anchor essential skills in the basic training of healthcare professionals. The Institute of Physiotherapy at FH JOANNEUM in Graz/Austria developed a concept to help students learn the necessary skills for implementing the ICF in a structured way. In the area of neurorehabilitation, we linked the ICF model with the Clinical Reasoning Model (CR). Competences are acquired over six semesters. Besides the general topics relating to the ICF (such as history, intention, and language) and CR that are taught in the first year, we focus in the later semesters explicitly on transferring these skills to neurorehabilitation. Therefore, we use interprofessional group work and problem-based courses as essential didactic elements for this transfer of skills. This article aims to show how the ICF could be implemented in Bachelor's degree programs for physiotherapy as well as in other healthcare programs. The authors' experiences are described and some best practice examples when working with the ICF in this field are given.

“Mirrors Reflecting Truth”- Concept of Truth and Reliability in the Malay Muslim Manuscripts from the 13th to 19th centuries

One of the most important genres of Malay Muslim writings is the writing of history. Among its main characteristics are: it is scientific (based on proper data and methodology of research); it is humanistic (the main subjects are human and human society); it is rational (based on logic and proper systems of reasoning); it is reflective and didactic (contains elements of didactic, moral guidance and instructions). The textual analysis shows that Malays indeed have their own distinctive concept of history, which is based on the Islamic tradition and contains various philosophical elements such as the concept of God and tauhid, the concept of man and the universe, concepts of time, space and motion, concepts of adab and education, etc. This concept also defines the basic parameters of the periodization of history, the main criteria used for the data selection, the common methods for the assessment of the reliability of the sources and references, as well as the didactic elements of the text. The analysis of Malay historical texts helps to identify the criteria of reliability, which the author uses to verify the information and to convince the reader of the veracity of the reports included therein. Among them: (1) Definitions and terms of historical source research. (2) Criticisms regarding historical sources mentioned in the text. (3) The author’s guidance on the aims and methods of historical writing etc. Several textual elements are utilized (a) as a sign of truthfulness (of the information given in the text), and (b) to strengthen (the text’s) own scholarly standing (in the eyes of its readers). This is achieved by the author’s deliberate inclusion of certain information from older texts, using them as a source of history, and then utilizing terms and descriptions that show his own opinions on its veracity. These special elements demonstrate the characteristics of objectivity, intellectuality, and historical integrity of Malay Muslim chronicles, and from the viewpoint of the masses, these are signs and proofs of truth.

Tareas matemáticas escolares diseñadas por docentes de educación secundaria: un análisis desde la visión funcional de las matemáticas

Background: After mathematics curricular reform in 2012 in Costa Rica, which accentuate the functional vision of mathematics, it is worth inquiring if teachers designed tasks respond to established curricular guidelines and what mathematical and didactic characteristics that these tasks exhibit. Objectives: The aim of the study was to describe and analyze the mathematical and didactic elements, linked to the curricular proposal for Secondary Education in Costa Rica, used by in-service mathematics teachers for designing or selecting school tasks oriented to the development of mathematics skills on the subject of functions. Design: It corresponds to a descriptive-qualitative research, based on an intrinsic study of cases. Setting and Participants: Participants were five mathematics teachers from different educational institutions in Costa Rica during the year 2022 were studied, all teachers participated in a training program to promote teacher reflection competence regarding the design and analysis of school mathematics. Data collection and analysis: Data was collected from school mathematical tasks designed by the participants. The analysis of the information was carried out by defining categories and units of analysis based on the curricular provisions established for the teaching and learning of mathematics in Costa Rica, and the components of didactic analysis, as a methodology for the design of school mathematics tasks. Results: The analyzed tasks exhibit strengths in the curricular component, as well as in the didactic component. However, they lack elements that allow understanding how and when to put the designed tasks into practice, among other aspects. Conclusions: The training of in-service teachers takes a significant enhancement to strengthen knowledge and capacities oriented to the design, selection, and analysis of school mathematics tasks, associated with the functional vision of mathematics that articulates the curricular plan regarding student learning in Secondary Education in Costa Rica.

PRACTICAL EXPERIENCES IN DAYCARE AND THE DEVELOPMENT OF BABY AWARENESS

The present study was motivated by theoretical findings that indicate that, when working with babies in day care, in general, there are still conceptions that characterize the routine as household chores, focused on protection, food and hygiene, a non-directive teaching job, spontaneous, based on everyday life and waiting for the baby's development to come and that, for this reason, there is no pedagogical work to be done with him. This text aims to defend the pedagogical practices experienced at the daycare as promoters of the baby's awareness development. We understand consciousness as a typically human capacity that develops through social interactions and cultural appropriations since the birth of the baby. This theoretical-bibliographic study is based on historical-cultural theory and its understanding of child development process. This theory has helped us to understand human development from an early age in distinctive periods which each have their leading activities that contribute most to this process. As a result it shows us the necessity of intentional pedagogical practices mediations to provide babies with moments of objects exploration and relationships with more experienced individuals who use speech to signify human actions. Such discussion collaborates with the teacher in his function, who plans and organizes didactic elements in order to enable the baby's development of consciousness in the daycare center.

Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples

Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is important for effective communication. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate a second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US, either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships, nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of the steps taken in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students.

ХИБРИДНА НАСТАВА У ВИСОКОШКОЛСКОМ ОБРАЗОВНОМ КОНТЕКСТУ

The Covid-19 pandemic caused profound changes in all of the educational systems around the world, and these developments have had a considerable impact on how organizational forms of instruction are approached. Distance learning, online instruction, and hybrid instruction are substituting traditional face-to-face instruction. Hybrid instruction, an organizational style of learning that blends direct instruction with online education, actually becomes more prominent during this time of crisis. It held a unique position and function within the higher education system. The purpose of this paper is to ascertain the didactic qualities and principles of hybrid instruction from the viewpoint of the students. The research sample was made up solely of university students who participated in some type of hybrid method of instruction during their studies in order to assure the most accurate results. The study findings indicate that students have favorable opinions of the didactic elements of hybrid instruction and its principles. The most important didactic aspects of hybrid instruction were the high-quality integration of online and direct teaching tactics, the effectiveness and balancing of personal and student commitments, and the availability of settings that allowed students to study and advance at their own pace. Students, on the other hand, believe that the core principles of this teaching model are efficiency in time and finance management, as well as their use of time. In terms of additional support to attain effective higher education, the demonstrated positive student impressions clearly indicate a range of pedagogical implications concerning the worth, necessity, and use of this instruction model in the post-pandemic age.

Narrative Didactics in Mathematics Education: Results from a University Geometry Course

Abstract In a Swedish second semester course on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University, a bridging teaching strategy comprising elements from Mathematics, Didactics, History, Literature, and Technology was applied by using the concept of Narrative Didactics and Digital Interactive Mathematical Maps developed by the Professorship for Didactics of Mathematics at the University of Passau, Germany. The complete assessment of the teaching strategy comprised both an evaluation of the technological and the narrative didactical scaffolding and was partly analysed previously concerning especially the technology acceptance aspect, while here we broaden and deepen the evaluation analysis of the application of narrative didactic elements. Regarding the latter, at the end of the course, students were asked to formulate a short historical-oriented narrative motivation for a school topic of own choice with the help of information provided by the timeline of the Mathematical Map. A representative example of these art-combining products is presented and evaluated according to elements of narrative didactics. Results indicate a fruitful, promising, and synergetic connection between different fields of Science, Technology, Engineering, the Arts, and Mathematics that can lead to a richer and more sustainable learning process in mathematics lessons both at university and school level.

Geodiversity and Geoheritage to Promote Geotourism Using Augmented Reality and 3D Virtual Flights in the Arosa Estuary (NW Spain)

Geoheritage constitutes a natural resource that promotes sustainable rural tourism by creating employment and activities that allow population settlement in unpopulated areas with great natural heritage. The objective of this work is to value the singularity and variety of the geosites, which show a wide geodiversity, with lithological, geomorphological, tectonic and natural process diversity (fluvial, coastal, sedimentary, etc.). In the “Arosa estuary” (Galicia, Spain), seven Geosites have been identified, described and valued, determining their scientific, educational and tourist-recreational potential and obtaining values between 565 and 660 points. The state of conservation and risk of degradation is analyzed in order to proceed with their geoconservation, promoting sustainable geo-tourism. The values of degradation susceptibility range between 0.03 and 3 points, and anthropic degradation between 0.33 and 1.73 points. A 3D virtual itinerary is made using Google Earth, implementing descriptive sheets, interpreted diagrams and photographs, and analysis of the geological processes. An interactive virtual flight is presented for academic and tourist purposes to promote geotourism. The virtual tour also has geomatic didactic elements: geoapp and georeferenced thematic cartographies. These resources are helpful for the unknown geoheritage of the population that lives or visits the “Arosa estuary”, favoring sustainable development and fostering attitudes and skills of respect for nature.

Modern didactic system of open education in ukraine: problems, solutions

The emergence of an open education system is associated with the growing interest of the population in obtaining an educational product of a higher level and dissatisfaction with the implementation of educational needs through traditional education. The article aims to provide a comprehensive analysis of the current state of open education in Ukraine, including an evaluation of its strengths and weaknesses, and to propose a methodology for addressing its problems. The article presents the definition of open education, the essence, purpose, subject. The main initial methodological ideas of open education include the idea of activity, consistency, and reflection. These ideas require an understanding of education as an integral part of social activity, consideration of the individual within the system of life, and the use of various forms of informational influence for the formation of a creative personality. Additionally, the article emphasizes the integration of the structural elements of didactics to generate a holistic pedagogical process. Using it in practice, it will not allow the teacher to drop one of its elements, replacing it with another. Such a construct can be the key to the success of open education in the present and in the future.

Putting the Questions First—Flipped Classroom Methods in Animal Ethics Online Teaching and Its Evaluation

Despite the challenges the pandemic presented for university teaching, it opened up opportunities to set up and explore digital teaching formats like never before. This paper presents a case study of teaching introductory animal ethics in a digital format with flipped-classroom methods. The Interactive Literature Lecturing Format (ILLF) was designed along the following criteria: 1. Conformity with students' varying educational needs; 2. Consistent high level of interaction; 3. Maximum transparency in an application-oriented exam; 4. No further contribution to the workload of the teaching staff; 5. Flexibility regarding online or on-site conversions. Rather than provide the students with input in lecture sessions, the ILLF presents students with selected literature and a list of structured questions. This literature questionnaire serves as the main didactic element that guides the knowledge transfer, the structure of the sessions and the exam. This paper reviews the outcome of the redesigning process and the steps we took to implement it. To discuss the overall quality of the format from a student's perspective, the data from the systematically conducted students' evaluation (n = 65) are interpreted using quantitative and qualitative methods. Bringing these results together with the perspective of the teaching staff, the following question is discussed: did the ILLF meet these criteria? This case study explores the potential and limits of flipped-classroom methods for applied ethics teaching in a university setting.

The Selection of Learning Tasks as a Communication Process

Research within the discipline of vocational teaching rarely attends to how teachers communicate about didactic design elements and how they arrive at didactic decisions in the course of collaborative lesson planning. Our qualitative, comparative study focuses on joint selection decisions between action-oriented learning tasks by tandems of prospective and practicing teachers. Using a vignette on a didactic planning situation, seven tandems from each of the two status groups had to make a choice from three learning tasks which were varied with regard to predefined design features of action-oriented tasks. Qualitative content analyses indicate that the professionally experienced teachers consistently hold longer, better structured, more thematically focused, and more deeply elaborated conversations for the purpose of shared decision-making. Nevertheless, some of the novice tandems achieve similarly scores. Implications for further research and teacher education are presented.