Between didactic formalisms and didactic excellence: multiple-case study revealing quality of content transformation in the classroom

The transformation of content lies at the core of teaching and learning. However, content remains a neglected topic in educational research, and our understanding of how improvement processes unfold is limited. This paper aims to elucidate the nature of quality improvement trajectories that describe the progression from relatively poorer ways of mastering the content transformation (didactic formalisms) to their relatively better counterparts (didactic excellence). Drawing on the Deep Structure of Teaching and Learning Model, which underpins the 3A Methodology, we conducted a multiple-case study that revealed the following improvement trajectories: (a) from stolen representation toward closeness of representation, (b) from distortion of representation toward interconnection of empirical and instrumental experience, (c) from instrumental ineffectiveness to instrumental aptness, (d) from instrumental obscurity to instrumental clarity, and (e) from untapped to constructive handling of mistakes. Through concise examples, the paper offers a framework to help researchers and practitioners in evaluating and improving teaching and learning practices in the classroom.