TY  - BOOK
AU  - Janík,Tomáš
AU  - Češková,Tereza
AU  - Janík,Tomáš
AU  - Najvar,Petr
AU  - Slavík,Jan
TI  - On the Theory of Content Transformation in Education: The 3A Methodology for Analysing and Improving Teaching and Learning
T2  - Routledge Research in Education
SN  - 9781032617336
PY  - 2024///
PB  - Taylor & Francis, Routledge [Imprint]
KW  - Educational evaluation
KW  - Instructional systems
KW  - Interdisciplinary approach in education
KW  - Teaching
KW  - Methodology
KW  - Évaluation en éducation
KW  - Interdisciplinarité en éducation
KW  - Systèmes d'enseignement
KW  - Education: examinations and assessment
KW  - thema
KW  - Education
KW  - Educational psychology
KW  - Educational systems and structures
KW  - Society and Social Sciences
KW  - 3A Methodology
KW  - assessment
KW  - content transformation
KW  - didactic virtues
KW  - Didactics
KW  - educational content
KW  - improvement
KW  - innovation
KW  - learning
KW  - quality of teaching and learning
KW  - teaching
N1  - Free-to-read
N2  - 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
UR  - https://library.oapen.org/handle/20.500.12657/88275
ER  -