Abstract
In this chapter the process of evolution of the Czech lexicon of didactical terms for description of facts from educational reality is described. When looking back, we can distinguish several phases: a search for common language, a search for structure, condensing the structure, validating usability and comprehensibility, a change of structure, and validating the lexicon internationally.
The Czech lexicon was not constructed as an empirical product; it should rather be perceived as a tool that allows us to understand the Czech "culture of education" by providing examples illustrating the way in which education can be thought. When constructing the lexicon, the team of Czech researchers and experienced teachers faced similar obstacles as does the Czech community in education: the language used in subject didactics should, but does not, form the basis for descriptions of lessons from both the researcher's and the teacher's perspective.
As a consequence, the persons involved in communication fail to understand each other. The focus of this chapter is on the distinction in agency, and mutuality of agency, between teachers, student-teachers and scientists.
In the Czech lexicon there is a prevalence of student-oriented terms that reflect the importance attached to the teacher-student relationship. The prevalence of such terms can be traced because the use of pedagogical terms varies according to the groups of their users (authors in different fields of pedagogy or teachers for example).