Chapter 1: Introduction to general subject didactics
Chapter 1: Introduction to
general subject didactics
Chapter 1:
Introduction to
General Subject
© VAN SCHAIK PUBLISHERS
Didactics
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
Learning outcomes
You should be able to:
Reflect and indicate why you chose to become a teacher.
Define Didactics
Distinguish between General Subject Didactics and
Specific Subject Didactics
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
Why did you choose to become a
teacher?
Complete the check list on page 2
Why did you choose to become a teacher?
Complete the check
list.
Yes
 Make a difference to a learner’s life, as one of
your favourite teachers influenced your life.
 Help learners to discover and develop their
full potential.
 Be creative and ignite the spark of
curiosity in learners.
 Impart your knowledge and enable
learners to further their studies in different
fields.
 Mould learners into literate and skilful citizens.
No
Why did you choose to become a
teacher?
 Enjoy seeing learners learn to read, write and
count, and support them in successful learning.
 Turn your love of learning into a love of teaching.
 Teach learners skills and values that will
provide them with pride and integrity.
 Learn with learners at their level within their
social context and inspire them to reach new
heights in their lives.
 Serve your learners, your community and
South Africa.
Total
Quiz
State whether the following are true or false. If false, supply
the correct answer.
1. Didactics means to teach specific content.
2. General Subject Didactics implies that a teacher is trained to
teach in a specific subject.
3. A didactic situation consists of an adult, parents and
principal.
4. Specific Subject Didactics refers to specific skills of teachers.
© VAN SCHAIK
PUBLISHERS
Feedback
1. Didactics means to teach specific content.
False. Didactics means to teach, or to impart content to
someone in order for them to learn something.
2. General Subject Didactics implies that a teacher is trained to teach in
a specific subject.
False. In General Subject Didactics the lecturer will teach
compiled themes that are applicable to all study fields, thus
helping all teachers and not only those in a specific subject
field.
3. A didactic situation consists of an adult, parents and principal.
False. It consists of an adult, a curriculum, teaching methods
and strategies, a lesson plan and teaching skills.
4. Specific Subject Didactics refers to specific skills of teachers.
False. Specific Subject Didactics refers to the “how” of teaching
a specific subject.
© VAN SCHAIK
PUBLISHERS
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
What is Didactics?
The word ‘didactic’ originated from the Greek word
“didaskein”, which means to teach, or to impart
contents to someone in order to learn something.
Other words are to describe and explain the human’s
involvement in teaching:
“Didaskalos” (teacher),
“didache” (the content),
“didaskalia” (the teaching profession)].
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
General Subject Didactics
General Subject Didactics : the lecturer will teach
compiled themes that are applicable to all the study
fields of teachers and teach them how to teach.
General:
Subject:
• applicable
to all or
most
• compiled
of themes
and topics
• a specific
body of
academic
knowledge
Didactics
• To teach
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
Specific Subject Didactics
•Science cannot be taught in the same way as
Geography
• The nature of subjects are different and requires
specific teaching methods.
• Specific Subject Didactics refers to the “how” of
teaching a specific subject
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
A didactic situation
A didactic situation always include a adult
and a child, that interact with one another
to impart knowledge and skills.
.
What is didactics?

Why Specific Subject Didactics?
– Components used to create a didactic situtaion
Figure 1.1 A didactic
situation (Textbook page 3)
Faculty name HUMAITIES
Department name EDUCATIONAL STUDIES
The adult and the learner in the didactic
situation
•The teacher unlocks reality and learning is spontaneous
•Learners emancipate, free themselves from control
•They orientate themselves to new: learning
environments
•The teacher guides learners into certain directions
•Learners make sound judgements, based on
experiences
•Learners progresses: pass a subject
•Learners have opportunities to demonstrate their skills
•Learners learn to socialise and exchange ideas
Class activity
1. Distinguish between the following terminology:
•Didactic
•General Subject Didactic and
•Specific Subject Didactic
2. Describe how you will create a didactic situation
in your class. Where all learners will actively
participate
© VAN SCHAIK
PUBLISHERS
Reflection
Write down:

Which part of the lesson was the most
interesting?

Which concepts do you not understand?
Additional activity: Homework
activity
Homework activity
Read articles and references that will provide you with
information for our next lesson. Find out:
1. What is a competent teacher?
2. How can a teacher develop these competencies?
© VAN SCHAIK
PUBLISHERS
Feedback
Article examples:
• Blase, J., & Blase, J. 2006. Teachers bringing out the best in teachers: A
guide to peer consultation for administrators and teachers. Thousand
Oaks, CA: Corwin Press.
• Donaldson, L. & Scannell, E.E. 1986. Human resource development: The
new trainers guide. New York: Addison-Wesley.
• Eraut, M. 1998. ‘Concepts of competence’. Journal of Interprofessional
Care, 12(2): 127-139.
• South Africa. 2000. Norms and Standards for Educators. Government
Gazette: 20844.
• South Africa. 2000. South African Council for Educators Act (Act 31 of
2000). Pretoria: Government Printer.
• South Africa. 2007. The National Policy Framework for Teacher
Education and Development. Government Gazette: 29832.
• South Africa. 2011. The Minimum Requirements for Teacher Education
Qualifications. Government Gazette: 34467.
• Van der Horst, H. & McDonald, R. 2008. Outcomes-based Education:
Theory and Practice. Pretoria: Kagiso Publishers.
© VAN SCHAIK
PUBLISHERS
Feedback
2. How can a teacher develop these competencies?
This can be done through professional development and
training, research, and collaboration with colleagues and
parents.
© VAN SCHAIK
PUBLISHERS