The didactic triad It consists of the study that is done on the student, the teacher and the content as a complete set in education. This study refers to the relationship that exists between these three elements and how it is deformed when one of them does not appear or does not fulfill its role..
Thanks to the concepts and relationships that are established and studied in the didactic triad, education began to be treated differently. Before, education was based only on the act performed by teachers, regardless of any of the other two elements.
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The origin of the didactic triad is not very clear yet. It is assumed that this way of studying the relationships between student, teacher and content appeared for the first time in the mid-nineteenth century.
For its part, the concept of didactics arises from the seventeenth century and refers to the group of norms that generate a balance between the theory of things and practice. Didactics is born from the Greek term didasko-didaskein, what does "teach" mean.
Jean Houssaye, a French teacher, is credited with formalizing the current pedagogical model of the didactic triad. It was in 1986 when he presented his thesis in educational sciences, in which he affirmed that there was a triangular relationship between three points considered knowledge, teacher and student.
There are several pedagogical models that are used in the learning process. The traditional, behavioral, progressive, and cognitive pedagogical models can be found.
The traditional emphasizes content and teaching is considered an art. In the behaviorist model, on the other hand, the teacher only fulfills the role of controller of knowledge. Progressive models, on the other hand, represent a great transformation since they focus the educational process on the student.
Finally, the cognitive approach focuses above all on the way in which knowledge is processed.
Houssaye explained that every pedagogical act acts around three vertices of a triangle that make up the teacher, the student and the knowledge, which has to do with the content or program that is taught. The relationship between these three elements is called a process, and three of them are carried out simultaneously.
The first refers to teaching, which is a process that is located between the teacher and knowledge. This relationship refers to how the information or content is handled. Then there is practice or training, referring to the process that occurs between teacher and student. Finally there is learning, between students and knowledge.
Houssaye also admitted that as a general rule, in all pedagogical situations the relationship between two elements happens at the expense of the third component, which falls into a stalemate.
For example, when the teaching process is carried out, the teacher focuses on the structure of the courses, the teaching method to be used and the content to be taught..
In this process, the relationship with the students takes a back seat, which can generate discomfort or signs of dissatisfaction. When this happens there is interference in the learning process.
When the relationship between teacher and student is prioritized, knowledge is put aside, and more advice than knowledge is offered. This can affect the level of understanding of the courses or lessons..
While in the learning relationship, the knowledge and the student are privileged. With this method, students can feel that they acquire knowledge on their own.
There are three main components that are studied in the didactic triad. The teacher, the student and the content have the same level of importance, something that clearly differentiates it from the behavioral model.
The teacher is the member of the educational process who is in charge of teaching. For its good relationship with the other elements of the triad, the educator must always take into account the other two elements of the teaching process.
In addition, you must comply with certain elements when teaching. For example, it must have a practical objective, its style must be descriptive and explanatory and it must take into account affective and reactional components..
Then there is the student, who is the component of the triad that learns. It is the active agent of the educational process. Finally, there is the content, which is the element that is taught and that is learned.
The main criticism made of this model is that it does not take into account the context in which education is given.
Furthermore, the nature given to one of the components of the triad is questioned. The content or knowledge is considered as an element with which there is an interaction by the teacher and the student. This relationship makes the content acquire physical and concrete characteristics.
The denial of this assumption is that the content or knowledge should not be considered as something physical that can be acquired, since it does not represent a thing and does not have properties such as mass or volume, it does not inhabit a specific space. No one can observe knowledge, touch it; therefore, it is not something substantial.
Those who defend this position want to say that the content should not be considered as a factor that can affect the actions of the other elements of the didactic triad.
Critics of this pedagogical model also do not see the separation of teacher and content as correct, since both are not considered independent of each other..
In addition, today it is necessary to integrate technology in the study of different relationships and even as an independent element. It has even been assumed as something necessary in the educational act that the relationship between teacher, student and technology must comply with five positions: to know, teach, learn, train and educate.
Thanks to the educational triad model, the idea that education is not reduced only to the presence of one of these aspects has been generally accepted. Relationships between the different components are necessary, and for a good education to be carried out there must be a set of factors.
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