ABSTRACT
Didactic case studies created with Methodology 3A may serve as a basis for analytic generalization through a multiple case study. This chapter presents the research design and findings from two multiple case studies – one focused on didactic formalism and the second on didactic excellence. Didactic formalisms are described as detectable flaws in the integrity of teaching and learning (stolen cognition and concealed cognition). On the opposite, didactic excellence (constructive cognition) is characterized by a high degree of integrity and structured support of students' learning. These concepts are illustrated with transcripts of authentic classroom situations and may be used as theoretical prototypes for aspects of the quality of teaching and learning. They can also serve as models for teachers to cultivate their intuitive understanding of good and not-so-good classroom practices, thus contributing to improving teaching and learning. The chapter concludes with recommendations concerning how our findings can be used in the practical situation of planning and reflecting on a lesson.
