ABSTRACT
An approach to the qualitative description of “teacher thinking” is presented. It is an approach that recently has produced a number of studies in Sweden. These studies are focusing on the description of teachers’ assumptions about phenomena in their professional world. It is the teachers’ conceptions of those phenomena that are described and consequently the approach is a “phenomenographical” one. Two examples from the work of the author are presented. The second is about certain paradoxical situations that teachers might experience. These situations concern teachers’ and students’ influence in the classroom.
