Publication details
Kvalita výuky: obsahově zaměřený přístup ke studiu procesů vyučování a učení
| Title in English | Quality of Instruction: Content-focused approach to research into teaching and learning |
|---|---|
| Authors | |
| Year of publication | 2012 |
| Type | Article in Periodical |
| Magazine / Source | Pedagogika |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | content transformation; pedagogical content knowledge; quality of instruciton; content-focused approach; research |
| Description | This study approaches the quality of instruction from the content-focused didactics point of view and follows a series of our articles published in Pedagogika since 2005. It aims to provide a comprehensive overview of the theoretical background of content-focused approach to the quality of instruction. We understand the pursuit of quality as a means for teacher professionalization and for making pre-service teacher education, based on connecting theory and practice, more intellectually challenging. The study proceeds from the criticism of such pedagogical approaches to instruction that neglect the content dimension of education. The content-focused approach to the quality of instruction emphasizes the dynamics of the process of content transformation in teaching and learning and stresses clarity, structure and manageability of content for students as a measure of quality. The reason for evaluation of quality lies in the possibility of its improvement through the choice of the relatively best alternative (alteration) to the situation as it happened in reality. For justifying the choice of the alternative, didactics and also the teachers themselves must have an analytical and terminological apparatus at their disposal that would enable them to describe, analyze, and also evaluate teaching and learning situations. There are two categories at the core of this apparatus: pedagogical content knowledge and pedagogical transformation of content. The basis for didactical analysis of instruction from the content-focused point of view is constituted by transformations between subjective, intersubjective, and objective existence of content. An analysis of such transformations proceeds from the presupposition that the activity of a pupil when working on a learning task is directed towards abstractions and mastering concepts in the context of a specific subject. |
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