CONTRATO DIDÁCTICO TRIÁNGULO DIDÁCTICO Transposición Didáctica Yves Chevallard #pedagogia

#Pedagogy #Education #Didactics #PedagogyandPsychopedagogy #pedagogyforprofessionals #educationcourses #teachertraining #artificialintelligence #youtube #continuousimprovementcourse ✨ Welcome to a world of unlimited learning! ✨ Join us on our YouTube channel: @aprendemosdetodo and transform your educational experience. 👉 Connect with our community and discover extraordinary benefits that will revolutionize the way you learn! ►Website: https://aprendemosdetodo.online ► Instagram: /prendemosd. . ► TikTok: https://vm.tiktok.com/ZMLhhoSnD/ ► Facebook: /prendemosde. . Contact us! ► Email: [email protected] ► WhatsApp: +5492617075851 - https://wa.me/message/RYHI3W3QJMHDC1 We offer: • Online Classes • Specialized Courses: https://aprendemosdetodo.online • Personalized Educational Consulting • Innovative Educational Projects Your opinion is crucial! Subscribe, comment, and share your ideas with us. Meet our educational advisor! Lic. Paola Albareti, Elementary School Teacher, Bachelor of Education, Self-Taught, and Educational Researcher. If you're reading this, you're part of the 1% of people who like to learn EVERYTHING AND MORE!!! LEAVE ME A COMMENT so I know you did. Support us and help us continue creating quality content! ► Make your donations through Mercado Pago: aprendemosdetodo (Alias) ► You can also donate through PayPal: https://www.paypal.me/aprendemosdetodo Thank you for your support! Together we are building a future of unlimited knowledge and learning. Explanation of Yves Chevallard's Didactic Triangle: the foundations of his theory and concepts from Piaget, Vygotsky, and Ausubel. Summary: DIDACTIC CONTRACT OR LEARNING CONTRACTS The didactic and/or learning contract is a pedagogical agreement agreed upon between the teacher and the students with the purpose of establishing tacit and manifest alliances that regulate the actions, skills, strategies, and interactions between the teacher and the students. Likewise, the didactic contract should be defined as an alternative tool or innovative instructional planning that allows for the establishment of a system of standards related to a specific area or subject of knowledge, with the aim of innovating the traditional discourse of teaching based on dogmatic schemes of information transfer, without primarily sharing such knowledge with students. In this sense, the evaluative parameters of this didactic contract will not only be the subject of knowledge and one-way deliberation by the teacher (implicit paradigm), but also of discernment and agreement by the students (explicit agreement). All of this contributes to the creation of a diversified classroom, that is, an interactive, renewed, and heterogeneous space where the teacher engages in dialogue with the student, thus demonstrating an empathetic attitude toward the teaching-learning process. The didactic contract allows for contextualizing the educational process by emancipating its objectives and goals, no longer viewed dichotomously in the old framework of Teacher-Content vs. Students, which only envisions a transfer of information, but not feedback. Therefore, the learning contract allows for transforming this educational framework into the Teacher + Student vs. Contract model, in which both actors present and exchange approaches, opinions, and perspectives related to their projects, interests, and affinities, with the debated and negotiated vision of the didactic and/or learning contract they have conceived as viable and pertinent. Likewise, the didactic contract contributes to any activity assigned by the teacher becoming relevant and meaningful for the student, since there is a prior methodological council that the teacher has chosen to share with their students, making them co-participants, not mere spectators, in their learning process: the student participates, expresses their concerns, and contributes ideas that complement and endow any topic or program content that will be discussed with versatility. Through the didactic contract, the teacher shows their students what to teach, and they freely choose what to learn and how to learn it in an open and sustained dialogue with the teacher, thereby reaching a favorable agreement that leads to self-regulated, meaningful learning. Consequently, the didactic contract supports decision-making; it fosters a critical attitude toward a particular teaching-learning event: it invites the teacher to reflect on their instructional work and the student to be autonomous and responsible for their learning, without being overly dependent on the teacher's demands and/or requirements.