Choosing Recognized and Relevant Content a Major Professional Didactic Decision
Since teachers are called on to make choices relative to teaching contents, having clearly identified references is a decisive professional behaviour that affects the meaning of learning. This article illustrates the importance of references and the way they are used in making these choices for general education, technical and pre-university training. The author develops the type of references and their role in the practice of teaching and she insists on the need to have valid knowledge when using it as a reference for choosing contents. Clarifying the notion of didactics, she describes a didactic frame of reference consisting of five access points or petals: the disciplinary or professional knowledge of teachers; the curricular knowledge or knowledge to be taught; the relationships of students to the knowledge; the didactic material; and the learning and evaluation strategies. So, teachers must have knowledge in link with each of these access points in order to have an effective practice. The author then outlines in greater detail certain elements of didactic questioning: the teacher’s knowledge repertory or his references and the curricular knowledge or knowledge to be taught. She ends with a closer examination of what’s at stake in using references for choosing contents.
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