Introduction to General Subject Didactics Chapter 1: Introduction to general subject didactics © VAN SCHAIK PUBLISHERS Chapter 1: Introduction to General Subject Didactics

Learning outcomes You should be able to: Faculty name HUMAITIES Department name EDUCATIONAL STUDIES Learning outcomes You should be able to: Reflect and indicate why you chose to become a teacher. Define Didactics Distinguish between General Subject Didactics and Specific Subject Didactics

Why did you choose to become a teacher? Faculty name HUMAITIES Department name EDUCATIONAL STUDIES Why did you choose to become a teacher? Complete the check list on page 2  

Why did you choose to become a teacher? Complete the check list. Yes No Make a difference to a learner’s life, as one of your favourite teachers influenced your life. Help learners to discover and develop their full potential. Be creative and ignite the spark of curiosity in learners. Impart your knowledge and enable learners to further their studies in different fields. Mould learners into literate and skilful citizens.

Why did you choose to become a teacher? Enjoy seeing learners learn to read, write and count, and support them in successful learning. Turn your love of learning into a love of teaching. Teach learners skills and values that will provide them with pride and integrity. Learn with learners at their level within their social context and inspire them to reach new heights in their lives. Serve your learners, your community and South Africa. Total

© VAN SCHAIK PUBLISHERS Quiz State whether the following are true or false. If false, supply the correct answer. Didactics means to teach specific content. General Subject Didactics implies that a teacher is trained to teach in a specific subject. A didactic situation consists of an adult, parents and principal. Specific Subject Didactics refers to specific skills of teachers. © VAN SCHAIK PUBLISHERS

© VAN SCHAIK PUBLISHERS Feedback Didactics means to teach specific content. False. Didactics means to teach, or to impart content to someone in order for them to learn something. General Subject Didactics implies that a teacher is trained to teach in a specific subject. False. In General Subject Didactics the lecturer will teach compiled themes that are applicable to all study fields, thus helping all teachers and not only those in a specific subject field. A didactic situation consists of an adult, parents and principal. False. It consists of an adult, a curriculum, teaching methods and strategies, a lesson plan and teaching skills. Specific Subject Didactics refers to specific skills of teachers. False. Specific Subject Didactics refers to the “how” of teaching a specific subject. © VAN SCHAIK PUBLISHERS

Faculty name HUMAITIES Department name EDUCATIONAL STUDIES What is Didactics? The word ‘didactic’ originated from the Greek word “didaskein”, which means to teach, or to impart contents to someone in order to learn something. Other words are to describe and explain the human’s involvement in teaching: “Didaskalos” (teacher), “didache” (the content), “didaskalia” (the teaching profession)].

General Subject Didactics Faculty name HUMAITIES Department name EDUCATIONAL STUDIES General Subject Didactics   General Subject Didactics : the lecturer will teach compiled themes that are applicable to all the study fields of teachers and teach them how to teach.

General: applicable to all or most Subject: compiled of themes and topics a specific body of academic knowledge Didactics To teach

Specific Subject Didactics Faculty name HUMAITIES Department name EDUCATIONAL STUDIES Specific Subject Didactics Science cannot be taught in the same way as Geography The nature of subjects are different and requires specific teaching methods. Specific Subject Didactics refers to the “how” of teaching a specific subject

Faculty name HUMAITIES Department name EDUCATIONAL STUDIES A didactic situation A didactic situation always include a adult and a child, that interact with one another to impart knowledge and skills. .

Why Specific Subject Didactics? What is didactics? Why Specific Subject Didactics? – Components used to create a didactic situtaion Figure 1.1 A didactic situation (Textbook page 3)

The adult and the learner in the didactic situation Faculty name HUMAITIES Department name EDUCATIONAL STUDIES The adult and the learner in the didactic situation The teacher unlocks reality and learning is spontaneous Learners emancipate, free themselves from control They orientate themselves to new: learning environments The teacher guides learners into certain directions Learners make sound judgements, based on experiences Learners progresses: pass a subject Learners have opportunities to demonstrate their skills Learners learn to socialise and exchange ideas

© VAN SCHAIK PUBLISHERS Class activity Distinguish between the following terminology: Didactic General Subject Didactic and Specific Subject Didactic Describe how you will create a didactic situation in your class. Where all learners will actively participate © VAN SCHAIK PUBLISHERS

Reflection Write down: Which part of the lesson was the most interesting? Which concepts do you not understand? Additional activity: Homework activity

© VAN SCHAIK PUBLISHERS Homework activity Read articles and references that will provide you with information for our next lesson. Find out: What is a competent teacher? How can a teacher develop these competencies? © VAN SCHAIK PUBLISHERS

© VAN SCHAIK PUBLISHERS Feedback Article examples: Blase, J., & Blase, J. 2006. Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press. Donaldson, L. & Scannell, E.E. 1986. Human resource development: The new trainers guide. New York: Addison-Wesley. Eraut, M. 1998. ‘Concepts of competence’. Journal of Interprofessional Care, 12(2): 127-139. South Africa. 2000. Norms and Standards for Educators. Government Gazette: 20844. South Africa. 2000. South African Council for Educators Act (Act 31 of 2000). Pretoria: Government Printer. South Africa. 2007. The National Policy Framework for Teacher Education and Development. Government Gazette: 29832. South Africa. 2011. The Minimum Requirements for Teacher Education Qualifications. Government Gazette: 34467. Van der Horst, H. & McDonald, R. 2008. Outcomes-based Education: Theory and Practice. Pretoria: Kagiso Publishers. © VAN SCHAIK PUBLISHERS

© VAN SCHAIK PUBLISHERS Feedback How can a teacher develop these competencies? This can be done through professional development and training, research, and collaboration with colleagues and parents. © VAN SCHAIK PUBLISHERS