Chapter 1 Introduction
This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to tea...
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| Định dạng: | Online |
| Ngôn ngữ: | Tiếng Anh |
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Taylor & Francis
2024
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| Truy cập trực tuyến: | https://library.oapen.org/handle/20.500.12657/88276 |
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| _version_ | 1869522850395717632 |
|---|---|
| author | Janík, Tomáš Slavík, Jan Najvar, Petr Češková, Tereza |
| author_browse | Janík, Tomáš Najvar, Petr Slavík, Jan Češková, Tereza |
| author_facet | Janík, Tomáš Slavík, Jan Najvar, Petr Češková, Tereza |
| author_sort | Janík, Tomáš |
| collection | Directory of Open Access Books |
| description | This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education
Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term.
This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest. |
| format | Online |
| id | doab-20.500.12854ir-135575 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1355752025-07-18T09:46:31Z Chapter 1 Introduction Janík, Tomáš Slavík, Jan Najvar, Petr Češková, Tereza Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment This volume presents a novel, theoretical, micro-analytical model – the 3A Methodology – for assessing the quality of school education Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students’ learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term. This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest. 2024-03-14T04:08:20Z 2024-03-14T04:08:20Z 2024-03-13T09:16:59Z 2024 chapter https://library.oapen.org/handle/20.500.12657/88276 9781032617336 9781032649542 https://directory.doabooks.org/handle/20.500.12854/135575 eng open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/88276/1/9781032649559_10.4324_9781032649559-2.pdf https://library.oapen.org/bitstream/20.500.12657/88276/1/9781032649559_10.4324_9781032649559-2.pdf https://library.oapen.org/bitstream/20.500.12657/88276/1/9781032649559_10.4324_9781032649559-2.pdf Taylor & Francis Routledge 10.4324/9781032649559-2 10.4324/9781032649559-2 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 On the Theory of Content Transformation in Education 9781032617336 9781032649542 Routledge 22 open access |
| spellingShingle | Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment Janík, Tomáš Slavík, Jan Najvar, Petr Češková, Tereza Chapter 1 Introduction |
| title | Chapter 1 Introduction |
| title_full | Chapter 1 Introduction |
| title_fullStr | Chapter 1 Introduction |
| title_full_unstemmed | Chapter 1 Introduction |
| title_short | Chapter 1 Introduction |
| title_sort | chapter 1 introduction |
| topic | Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment |
| topic_facet | Didactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment |
| url | https://library.oapen.org/handle/20.500.12657/88276 |
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