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

2. 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

3. 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

5. 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.

6. 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

9. © 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

10. © 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

11. 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)].

12. 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.

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

14. 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

15. 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. .

16. 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)

18. 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

20. © 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

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

22. © 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

23. © VAN SCHAIK PUBLISHERS
Feedback
Article examples:
Blase, J., & Blase, J 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 Human resource development: The new trainers guide. New York: Addison-Wesley.
Eraut, M ‘Concepts of competence’. Journal of Interprofessional Care, 12(2):
South Africa Norms and Standards for Educators. Government Gazette:
South Africa South African Council for Educators Act (Act 31 of 2000). Pretoria: Government Printer.
South Africa The National Policy Framework for Teacher Education and Development. Government Gazette:
South Africa The Minimum Requirements for Teacher Education Qualifications. Government Gazette:
Van der Horst, H. & McDonald, R Outcomes-based Education: Theory and Practice. Pretoria: Kagiso Publishers.
© VAN SCHAIK PUBLISHERS

24. © 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