Teachers worldwide are challenged to adjust their teaching to meet students’ needs for deeper learning. The lack of mutual understanding among researchers, policymakers and teachers tends to blur the discussion on how to enhance deeper learning through teaching, which further challenges teachers in making changes in their classroom practices. This qualitative observation study aims to explore how five skilled and experienced Norwegian teachers facilitate 10–16-year-old students’ potential deeper learning in whole-class teaching. The teachers are videotaped four times during a school year, and observations show how teachers enhance or undermine students’ active involvement, facilitate or hinder positive learning environments, support or impede deeper understanding, and stimulate or inhibit metacognitive reflection. The observations are discussed within a framework of the literature and research on how deeper learning is understood and promoted. The findings indicate how teachers’ facilitation of a supportive learning environment is essential to actively involve students in the classroom interactions and dialogue needed to promote deeper content understanding and metacognitive reflection. We explore the potential for deeper learning within whole-class teaching and argue that such potential arises when teachers facilitate collective, reciprocal, supportive, cumulative and purposeful classroom interactions. Nevertheless, we acknowledge the importance of employing varied teaching practices to further address students’ need for deeper learning. The study presents examples of whole-class teaching practices framed by theory and the earlier research on deeper learning, which may contribute to the concretization of policy changes in support of deeper learning in education.

全世界的教师都面临着调整教学方式的挑战，以满足学生对深度学习的需求。研究人员，政策制定者和教师之间缺乏相互了解，这往往使关于如何通过教学促进更深入学习的讨论变得模糊不清，这进一步挑战了教师改变课堂实践的方式。这项定性观察研究旨在探讨五位熟练且经验丰富的挪威教师如何在全班教学中促进10-16岁学生的潜在深层学习。在一个学年中，对教师进行了四次录像，观察结果表明教师如何增强或破坏学生的积极参与，如何促进或阻碍积极的学习环境，支持或阻碍更深入的理解以及激发或抑制元认知反射。在文献和有关如何理解和促进深度学习的研究框架内讨论了这些观察结果。研究结果表明，教师如何促进支持性学习环境对于使学生积极参与课堂互动和对话，以促进更深入的内容理解和元认知反思至关重要。我们探索了在全班教学中进行更深入学习的潜力，并认为这种潜力是在教师促进集体，对等，支持性，累积性和有目的性的课堂互动时产生的。尽管如此，我们承认采用多种教学方法来进一步满足学生对深度学习的需求的重要性。