Publication at Faculty of Education |
2016
Abstract
The author of the paper reflects on the fact that during university education, meaningful preparation of teachers turns several methods, sets of methods, ways of teacher's reasoning and reasoning within the field into fully-fledged educational contents, even though contents which are unspoken, implicit. Particularly during the preparation of future teachers, these implicit educational contents represent a clear intention and considerable savings in time and energy of both teachers and students.
These implicit contents de facto work as methods transformed into university educational contents and they are called 'implicit didactics'.