From Content to Meaning: Semantics of Teaching in the Tradition of Bildung-centred Didactics
| Authors | |
|---|---|
| Year of publication | 2017 |
| Type | Article in Proceedings |
| Conference | Equity and diversity in elementary mathematics education. Proceedings from International Symposium Elementary Maths Teaching |
| MU Faculty or unit | |
| Citation | |
| Keywords | Bildung; content; didactics; learning; meaning; teaching |
| 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. |
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