Authors : Vivian Akah MBA

Volume/Issue : Volume 10 - 2025, Issue 1 - January

Google Scholar : https://tinyurl.com/mrrxne6r

Scribd : https://tinyurl.com/3p9w25kn

DOI : https://doi.org/10.5281/zenodo.14885975

Abstract : Teachers use internal didactic transposition to facilitate the movement from “knowledge to be taught” (curriculum) to “taught knowledge” and “learned knowledge”. However, the impact of this movement is poorly analysed in the literature, and the role played by teachers and their approaches is poorly studied. This study investigated how internal didactic transposition takes place in the pedagogical discourse of primary school teachers; studied the impact of this transposition on the development of pupils’ reading competences; and the role played by the teacher relationship to institutional knowledge in this transposition. Through qualitative ethnographic participant research method guided by the constructivist paradigm, the study finds that primary school teachers’ institutional relationship to reading bodies of knowledge is flawed and negatively affects the development of pupils reading competences. Effective transposition of knowledge from curriculum to classroom significantly enhances pupils' reading skills and contributes to quality education. In all, the study underscores the critical role of teachers' engagement with institutional knowledge in providing quality education and developing learners' reading competencies. Future studies suggest to policy makers to rethink about Professional Development and Monitoring, granting teachers access to Institutional Documents, provide Specialized Training on Basic Knowledge and organize regular In-School Seminars and Follow-Up.

Keywords : Didactics, Didactic Transposition/ Internal Didactic Transposition, Relationship to Knowledge, Reading, Reading Competence.

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