STRUCTURING RELATIONS OF TEACHER TRAINING: THEORETICAL ESSAY ON DIDACTIC

Abstract

This theoretical essay is the first movement of ongoing research. It deals with initial clarifications on the object of study proposed by the project “Didactics and its network of structuring relationships for teacher training”.  The theoretical option is Historical-Critical Didactics (DHC) and the methodological orientation is qualitative research. Therefore, before collecting research data, we consider necessary an introductory production on the binomials teaching-learning, theory-practice, content-form, objective-evaluation, teacher-student, which configure the structuring relationships of teacher training. In a provisional synthesis, we conclude that in Historical-Critical Didactics, the teaching-learning relationship is dialectical, the teacher's role is leadership, he considers the students' prior knowledge (social practice) as a starting point. Theory and practice merge in which the first (theory) instrumentalizes the look and the second (practice) decodes the theory that supports it. The content guides the teaching method, but they (the methods) evolve, change or are given new meanings. The evaluation validates or not the planned objectives, but mainly, it reorients the planning action. Finally, the teacher-student relationship, guided by the desire to know, is multi-referenced by psychology, anthropology, sociology, philosophy and didactics. It considers individualities, but also the collective of the subjects involved in the educational task.