ABSTRACT
In this chapter, we present a study based upon a theory about learning that focuses equally on what teachers do and what students learn. We assume that what teachers do in an educational situation is crucial for what students learn at school. By concentrating on the enacted object of learning (what teachers do and what students experience), we try to capture what is needed for learning to take place. The enacted object of learning can be affected by what the teacher does or says, the student’s own reflections, other students, or the learning materials. But what matters and what does not matter?
