The documentational approach to didactics as a gauge of fidelity of a teaching model implementation
Résumé
We examine the feasibility of using the Documentational Approach to Didactics to gauge the fidelity and character of teachers' implementation of scripted teaching sequences for the teaching of arithmetic in primary school. By analyzing a video-recorded lesson, we found that the teacher adapted the scripted teaching sequence by merging it with other resources such as self-made worksheets and an interactive whiteboard. The teacher also made adaptations to the prescribed organization of the teaching. Through the analysis, we gain insight into the nature of the adaptions and find that Documental Approach to Didactics can be used as a lens to distinguish between surface adaptions, that do not interfere with the program theory and adaptions that violate core ideas of the innovation. The results provide a background for a discussion of pro-fidelity versus pro-adaption point of view in implementation research.
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