School Didactics And Learning: a school Didactic Model Framing An Analysis of Pedagogical Implication of Learning Theory

represented
world. The question of how reality is represented in
the classroom is a most important question since insights reached in the classroom are expected to be valid
outside the classroom too. In other words; the problem here is 
how
the reality to be instructionally
elaborated on is constructed in a classroom.
The fundamental problem in all representation is how a sign refers to its content and possible object. This
problem is fundamental in pedagogical situations since knowledge, regardless of how it is defined, is also
understood as being represented in the classroom by some individual or by some medium (see Schnotz,
1993).
By understanding the problem of representation as construction of the content in the classroom (Menck,
1987), it becomes a much more complex problem than the question of techniques of presentation.
CONCLUSION
The intentional dimensions of the pedagogical process have been discussed on the basis of a division into
various structural levels of planning. In addition the temporal aspects of instructional planning were
considered important in understanding the process. Special attention was paid to teachers’ preparatory
planning. This planning phase of the pedagogical process has been discussed following a traditional division
between goals, subject matter, methods and media.
The interdependence of these aspects has been emphasized. This also means that in their intentional
planning a teacher may approach the actual pedagogical process from any of the above-mentioned points of
view, as they are organically related to each other and occur simultaneously. In addition, many of the
aspects discussed were considered to be related to the learners’ intentions, personality, learning, and
previous knowledge as well as to different curriculums and contextual dimensions. 
3. A MODEL OF SCHOOL DIDACTICS
51

---

THE INTERACTIVE TEACHING-STUDYING-LEARNING PROCESS
It is considered necessary to distinguish between the teacher’s preparatory planning (P2) and the teacher’s
situated planning (P3), which goes right to the heart of the model. It is relevant to distinguish between these
two forms of planning because of the difference in their character previously discussed (Clark & Yinger,
1979).
This means that one phase of teachers’ individual pedagogical planning (P3) takes us into the actual
pedagogical process. The model explicates the pedagogical process itself in terms of what has been called
the pedagogical meeting (
Begegnung,
Weniger). Here the teachers’ and students’ intentions, activities and
reflections meet (Suortti, 1981).
Two aspects of this process have already been pointed out: the teacher’s situated planning and evaluation.
How are these two aspects of the teacher’s activity related? It seems that a relatively simple model of human
action may serve as a point of departure in this matter. The structure of the process is considered analogical
to the model as a whole. Namely, the actual process also follows the structure intention-action-reflection.
The teacher’s situated planning is conceived of as a special case of human planning or intentionality in general.
The following schema describes the reflective process:
1. A teacher has continuous experiences in a pedagogical situation;
2. Parallel to these experiences the teacher has specific intentions (one or several);
3. As a result of continuous comparison of past or present experiences with a potential future state of
affairs, the teacher tries to realize her intentions through continuous pedagogical acts;
4. The student experiences the teacher’s activities and acts in relation to them on the basis of their own
understanding of the situation and their own intentions;
5. The teacher experiences the student’s activities;
6. The teacher evaluates their experience of the student’s activity in relation to their understanding of the
situation and their own intentions;
7. The result of this process may, according to the standpoint of the teacher, be called the