The purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge.
Teaching can only be understood within its inner logic by exploring the individual expression of pedagogical practice in three dimensions: education, formation (Bildung), and didactics.
The use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals.
This 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.
Originally presented as a Keynote Lecture, WALS 2017 International Conference, Nagoya University, Japan, Bridging Research and Practice through Lesson Study, November 24-26. This paper has not been double blind peer reviewed in the International Journal of Lesson and Learning Studies.
Gruschka, A. (2018), "How we can and why we have to reconstruct teaching", International Journal for Lesson and Learning Studies, Vol. 7 No. 2, pp. 85-97. https://doi.org/10.1108/IJLLS-01-2018-0002Download as .RIS
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