Redefining the Senses of "Model of Teaching" and "Teaching Strategy": An Alternative Approach

Abstract

This article seeks to delineate the senses of "model of teaching" and "teaching strategy" and to determine the relationship between them and the regularity of their coexistence. Trying to formulate definitions also carries a serious risk of error. The literature review shows that the senses of "model of teaching" and "teaching strategy" alternate and are often presented as identical. Rarely used with different conceptual content. Usually, however, these two senses are confused, without being clear either of their possible tautology or of their difference. That is why this article attempts to redefine the two reference senses with an interpretive method and to formulate more precisely their structural semantic content. In the relevant literature the terms of Didactic generally do not formulate and do not accurately capture their basic conceptual definition, resulting in conceptual confusion, if not semantic distortions. Hence, the main aim of the article is teacher, but also for everyone involved in Didactic to understand precisely the meaning of the senses "model of teaching" and "teaching strategy".

Experiential - Participatory Teaching Techniques in Primary Education: Exploring the Views of Greek Teachers

“…By way of introduction, Didactics, apart from the fact that it supports the set of rules and principles that guide teaching theory, it functions as an applied science, utilizing teaching theories and intervening in the educational process through models, techniques and methods that contribute to the learning and teaching process (Dimitriadou, 2016;Fykaris et al, 2021;Koutrouba, 2004). The teaching and learning process has several characteristics that contribute to the formation of its structures and functions.…”