Didactic Questioning Helps Bridge the Gap Between Disciplinary and Didactic Knowledge





Arsenault, Léane
Bizier, Nicole

From a didactic perspective, which makes it possible to give meaning to knowledge, to transform disciplinary knowledge into curricular knowledge and knowledge to be learned, this interview describes an approach used by a PERFORMA task force. Didactic questioning provides every teacher with the opportunity to reflect on his professional situation and his conceptual representation of his discipline, which makes it possible to identify and make an enlightened choice as to the content of curricular knowledge. The article also discusses the concept of the didactic flower: a metaphorical structure for reflecting on these choices as well as on the distances the teacher must measure to reach the students. The question of passion for the discipline and the notion of essential attitude are also touched upon – which amounts to focusing on the meaning of the discipline in relation to student learning. Having teachers rekindle their passion for their discipline has a positive effect on reconciling knowledge and pedagogy. The interview ends on the role of the educational advisor who can coach the teacher at every stage of the didactic questioning process.


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