Abstract
PurposeThe purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge.Design/methodology/approachTeaching can only be understood within its inner logic by exploring the individual expression of pedagogical practice in three dimensions: education, formation (Bildung), and didactics.FindingsThe use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals.Originality/valueThis research exposes evident contradictions between teaching and learning. It advances the view that Lesson Study be seen as the reconstruction of teaching for learning through sequence analysis of lessons.
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