Theory-practice references in university continuing education. A didactic multi-level model

The article presents a multi-level model that systematically describes the diverse didactic actions of different actors in university continuing education related to the processing of theory-practice distinctions. In this context, theory and practice are understood as equivalent perspectives, the relating between which is central to learning and research in university continuing education. A broad understanding of didactic action includes indirect action and makes a wide range of actors visible. The model contributes to the definition of a didactics of university continuing education and to the strengthening of heterarchic understandings of theory and practice.