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.