03172namaa2200457uu 4500001001100000003000600011005001700017006001900034007001500053008004100068020001800109020001800127020001800145020001800163024003100181040001700212041000800229042000700237720002800244245012700272260002700399300002200426336002600448337002600474338003600500490003600536506005100572520131200623540006301935546001201998653017402010653006302184653009102247653014802338720003102486720002202517720002302539793001802562856011702580999001702697doab135520oapen20260305123954.0m     o  d        cr|mn|---annan240314s2024    xx |||||o     ||| 0|eng d  a9781032617336  a9781032649542  a9781032649559  a97810326495597 a10.4324/97810326495592doi  aoapencoapen0 aeng  adc1 aJaník, Tomáš4aut00aOn the Theory of Content Transformation in EducationbThe 3A Methodology for Analysing and Improving Teaching and Learning  bTaylor & Francisc2024  a1 online resource  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier1 aRoutledge Research in Education0 aFree-to-readfUnrestricted online access2star  aThis volume presents a novel, theoretical, micro-analytical model - the 3A Methodology - for assessing the quality of school education.  Drawing on philosophers as well as theoretical and pedagogical traditions from European and American contexts, the authors construct a model that is relevant to teachers, researchers, and teacher educators regardless of cultural setting. The chapters explain the 3A Methodology as a specific research tool developed to study classroom situations in the form of case studies, revealing findings that demonstrate prototypical failures (didactic formalism) that threaten to compromise the quality of learning as well as prototypical didactic virtues that verifiably support students' learning. Ultimately building on the distinction of three modes of existence of educational content (the intersubjective, the subjective, and the objective modes), the book helps rediscover didactics as a transdisciplinary theory of content transformation and contributes to the improvement of teaching and learning in the classroom long term.  This volume will be of interest to scholars, researchers, and postgraduate students working in school education, educational psychology, and didactics more broadly. Teacher educators and school administrators may also find the book of interest.  aAll rights reserveduhttp://oapen.org/content/about-rights  aEnglish  aDidactics,teaching,learning,quality of teaching and learning,educational content,content transformation,3A Methodology,didactic virtues,improvement,innovation,assessment  athema EDItEUR::J Society and Social Sciences::JN Education  athema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology  athema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment1 aČešková, Tereza4aut1 aNajvar, Petr4aut1 aSlavík, Jan4aut0 aDOAB Library.40uhttps://directory.doabooks.org/handle/20.500.12854/13552070zFree-to-read: DOAB: description of the publication  c93294d93294