Resources for unit 2

Didactic transposition usually involves two main stages: External didactic transposition and internal didactic transposition.

A.    External didactic transposition:

Educational authorities and curriculum designers transform scientific knowledge into programs, syllabuses, and textbooks.  External didactic transposition refers to the transformation of knowledge that takes place outside the classroom, before the content reaches the teacher and the learners.

In this stage, scientific or scholarly knowledge (produced by researchers and specialists) is selected, simplified, and organized by curriculum designers, education authorities, and textbook writers so that it can be taught in schools. In other words, external didactic transposition is the process through which scholarly knowledge becomes knowledge to be taught. For example, historical knowledge produced by historians is transformed into school history programs and textbooks prepared by the Ministry of Education.

Internal didactic transposition

The teacher adapts the content during lesson preparation and teaching so that learners can understand it. Internal didactic transposition refers to the transformation of knowledge that takes place inside the classroom, when the teacher prepares and delivers the lesson. At this stage, the teacher interprets the curriculum, selects teaching methods, gives explanations, uses examples, and adapts the content according to the learners’ level and context. Internal didactic transposition therefore transforms knowledge to be taught into knowledge actually taught and learned. For example, a teacher may simplify a concept, use local examples, or change the order of explanation to help students understand better.

In short, external didactic transposition occurs at the level of curriculum development and educational authorities, while internal didactic transposition occurs at the level of the teacher and the classroom practice.