The Transition From Disciplinary Expertise to Curricular Knowledge an Essential Step in the Acquisition of Didactic Competency
During a coaching activity, the author became curious about how a teacher in nursing would integrate a didactic frame of reference in her practice. In this article, she shows how this process unfolded in a back and forth movement between practice and theoretical concepts, including Shulman’s framework synthesized by Raymond. The author identifies six specific moments in the integration process: emergence of observations based on didactic questioning; initial appropriation of the didactic frame of reference; return to the instrument based frame of reference; construction of a conceptual network involving interventions on the distance between professional knowledge and knowledge to be taught; selection based the organization and pruning of essential concepts to be taught; and proposal for revising learning strategies and didactic material. The author further points out that didactic questioning fosters an openness to want to implement a completely new frame of reference in one’s practice; and that establishing a distance between expert knowledge and knowledge to be taught is an important stage in this implementation. In ending, she stresses some of the advantages of developing didactic competency, which include making difficult content more accessible to students.
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