THE RELATIONSHIP BETWEEN THE DIDACTIC TRANSPOSITION AND THE CURICULUM DEVELOPTMENT CAPACITY OF PEDAGOGICAL STUDENTS

Abstract

The paper shows the relationship between didactic transposition and the curriculum development capacity of the teachers (or pedagogical students). Specifically, the level of the external didactic transposition competence has an effect on the quality of choosing and designing the contents of teaching and the way it is performed. This is suitable for the practice of the school, and the requirements of developing qualities and abilities of learners. This finding contributes to the theoretical foundation of school curriculum development. In particular, the clarification of the “stimulus” factors that led to the development of the curriculum is the social reference practices. The research method used is theoretical research to analyze, synthesize, and systematize theoretical issues about program development, outcome standards in teacher training programs and didactic transposition as didactic capacity.