Publication at Faculty of Education |
2010
Abstract
The article is focused on cooperation between pedagogical theory and teaching practice with the aim of improving the quality of education. It is based on the premise that the basis for evalutaing teaching quality is conceptual analysis of the didactic transformation of the content.
Conceptual analysis is chracterised nad explained as a method-instrument for reflection and evaluation of the instructional tasks. The analysis is based on a structural and post-structural approah to investigating edagogical content knowledge.