On content transformation in the classroom: transdisciplinary
perspectives on subject didactic research using didactic case
studies

J 2025

On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies

JANÍK, Tomáš; Jan SLAVÍK; Tereza ČEŠKOVÁ; Petr NAJVAR; Eva MINAŘÍKOVÁ et al.

Základní údaje

Originální název

On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies

Autoři

JANÍK, Tomáš; Jan SLAVÍK; Tereza ČEŠKOVÁ ; Petr NAJVAR ; Eva MINAŘÍKOVÁ a Martin JÁČ

Vydání

Journal of Curriculum Studies, Oxon, England, Routledge Journals, 2025, 0022-0272

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.000 v roce 2024

Označené pro přenos do RIV

Ano

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

Epistemic ascent; transformational turn; epistemic quality; powerful knowledge; the 3A methodology

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 2. 12. 2025 13:22, Mgr. Daniela Marcollová

Anotace

V originále

The text explores a subject-didactic conception of teaching and learning as a process involving content transformations between cultural content knowledge and knowledge that is taught and learnt in the classroom. We examine the trajectory of powerful knowledge from two interdependent transformational perspectives: (I) the approximation of cultural knowledge to students’ experiences (didactic transformation), and (II) the development of students’ experiences towards culture (cognitive transformation). Their interconnection is referred to as the transformational turn. We present a methodology—the 3A Methodology (M3A)—for the qualitative analysis of teaching and learning through didactic case studies. We describe the Deep Structure of Teaching and Learning Model, which within M3A enables us to evaluate the integrity of teaching and learning as the quality of the connection between objectives, content, and the actual progression of the trajectory of powerful knowledge in teaching and learning. The authors summarize 15 years of research using M3A, revealing insights into the practice of teaching and learning, which has yielded insights into didactic formalisms that diminish the quality of teaching and learning and their opposite—didactic excellence. In the discussion, we compare our findings with Young and Muller’s characterization of three school development scenarios.

Návaznosti

GA20-13038S, projekt VaV

Název: Produktivní kultura vyučování a učení

Investor: Grantová agentura ČR, Produktivní kultura vyučování a učení

Přiložené soubory

On_content_transformation_in_the_classroom_transdisciplinary_perspectives_on_subject_didactic_research_using_didactic_case_studies.pdf Verze souboru

Citovat

JANÍK, Tomáš; Jan SLAVÍK; Tereza ČEŠKOVÁ; Petr NAJVAR; Eva MINAŘÍKOVÁ a Martin JÁČ. On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies. Journal of Curriculum Studies. Oxon, England: Routledge Journals, 2025, roč. 57, č. 5, s. 570-596. ISSN 0022-0272. Dostupné z: https://doi.org/10.1080/00220272.2025.2492600.

@article{2495177,
   author = {Janík, Tomáš and Slavík, Jan and Češková, Tereza and Najvar, Petr and Minaříková, Eva and Jáč, Martin},
   article_location = {Oxon, England},
   article_number = {5},
   doi = {https://doi.org/10.1080/00220272.2025.2492600},
   keywords = {Epistemic ascent; transformational turn; epistemic quality; powerful knowledge; the 3A methodology},
   language = {eng},
   issn = {0022-0272},
   journal = {Journal of Curriculum Studies},
   title = {On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies},
   url = {https://www.tandfonline.com/doi/pdf/10.1080/00220272.2025.2492600},
   volume = {57},
   year = {2025}
}

TY  - JOUR
ID  - 2495177
AU  - Janík, Tomáš - Slavík, Jan - Češková, Tereza - Najvar, Petr - Minaříková, Eva - Jáč, Martin
PY  - 2025
TI  - On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies
JF  - Journal of Curriculum Studies
VL  - 57
IS  - 5
SP  - 570-596
EP  - 570-596
PB  - Routledge Journals
SN  - 00220272
KW  - Epistemic ascent
KW  - transformational turn
KW  - epistemic quality
KW  - powerful knowledge
KW  - the 3A methodology
UR  - https://www.tandfonline.com/doi/pdf/10.1080/00220272.2025.2492600
N2  - The text explores a subject-didactic conception of teaching and learning as a process involving content transformations between cultural content knowledge and knowledge that is taught and learnt in the classroom. We examine the trajectory of powerful knowledge from two interdependent transformational perspectives: (I) the approximation of cultural knowledge to students’ experiences (didactic transformation), and (II) the development of students’ experiences towards culture (cognitive transformation). Their interconnection is referred to as the transformational turn. We present a methodology—the 3A Methodology (M3A)—for the qualitative analysis of teaching and learning through didactic case studies. We describe the Deep Structure of Teaching and Learning Model, which within M3A enables us to evaluate the integrity of teaching and learning as the quality of the connection between objectives, content, and the actual progression of the trajectory of powerful knowledge in teaching and learning. The authors summarize 15 years of research using M3A, revealing insights into the practice of teaching and learning, which has yielded insights into didactic formalisms that diminish the quality of teaching and learning and their opposite—didactic excellence. In the discussion, we compare our findings with Young and Muller’s characterization of three school development scenarios.
ER  -

JANÍK, Tomáš; Jan SLAVÍK; Tereza ČEŠKOVÁ; Petr NAJVAR; Eva MINAŘÍKOVÁ a Martin JÁČ. On content transformation in the classroom: transdisciplinary perspectives on subject didactic research using didactic case studies. \textit{Journal of Curriculum Studies}. Oxon, England: Routledge Journals, 2025, roč.~57, č.~5, s.~570-596. ISSN~0022-0272. Dostupné z: https://doi.org/10.1080/00220272.2025.2492600.

Přehled o publikaci