A Frame of Reference for Didactic Questioning in Colleges
Given that college teachers are called on to develop their didactic competency while practicing their profession, a PERFORMA task force developed a frame of reference called the didactic flower designed to foster didactic questioning. In this article, the author conducts a thorough analysis of this tool. Distinguishing didactics from pedagogy, she focuses on the question of the teacher’s relationship to knowledge and concludes that the latter’s decision-making revolves around three dimensions. First, the finality of the curricular knowledge which must be aligned with the program finality to ensure that it is in line with the fundamental meaning of the discipline or profession, that is, the essential attitude. The second dimension concerns the articulation of the content around this finality. Here, the author provides details on didactic questioning, i.e. disciplinary knowledge, curricular knowledge and the relationships of the students to the knowledge, and a ‘didactization’ process for technical training, pre-university training and general education. After developing the third dimension which deals with validating references, the author insists on the importance for teachers to be able to give meaning to their contents.
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