From Content to Meaning: Semantics of Teaching in the Tradition of Bildung-centred Didactics
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F17%3A00095540" target="_blank" >RIV/00216224:14410/17:00095540 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
From Content to Meaning: Semantics of Teaching in the Tradition of Bildung-centred Didactics
Original language description
The paper highlights images of the new culture of learning (evolving in the age of accountability) and argue that the focus on content is nowadays rather neglected in the school practice and in research on teaching. In an attempt to respond, the paper will turn to the tradition of Bildung-centred didactics. It will highlight the semantics of teaching and outline the theoretical background for the content-focused approach to (research on) teaching and learning that we develop and employ at Masaryk University in Brno (Czech Republic). This approach is based on fine-grained analysis of real-life teaching and learning situations in the classroom (as captured on video). The so-called 3A procedure (annotating-analyzing-altering classroom situations) as the key instrument in our approach will be presented. It will be highlighted how didactic case studies can be developed from the 3A procedure and whether it is possible to generalize the findings across individual cases. Towards the end of the paper, the power of content-focused approach in teacher education for developing and sharing pedagogical content knowledge for the improvement of instruction will be discussed.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA15-05122S" target="_blank" >GA15-05122S: Between acceptance and resistance: Teachers' perceptions of curriculum changes 10 years into the reform implementation</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2017
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
Equity and diversity in elementary mathematics education. Proceedings from International Symposium Elementary Maths Teaching
ISBN
978-80-7290-955-1
ISSN
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e-ISSN
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Number of pages
11
Pages from-to
31-41
Publisher name
PedF UK
Place of publication
Praha
Event location
PedF UK v Praze
Event date
Jan 1, 2017
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
000432421100003