Purpose The purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge. Design/methodology/approach 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. Findings The use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals. Originality/value 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.

中文翻译：

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我们如何以及为什么必须重建教学

目的本文的目的是阻止正在进行的教学教学，导致知识的原始内容消失。设计/方法/方法 教学只能通过从三个维度探索教学实践的个体表达来理解其内在逻辑：教育、形成（Bildung）和教学法。结果 序列分析的使用是基于教学法将教师培养成专业人士的有效方法。原创性/价值 本研究揭示了教与学之间的明显矛盾。它提出了“课文研究”的观点，即通过对课程的顺序分析来重构学习的教学方式。