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The purpose of this paper is to arrest an ongoing didactisation of teaching leading to the disappearance of the original content of knowledge.

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.

The use of sequence analysis is an effective method for the pedagogically based formation of teachers as professionals.

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.

The purpose of this paper is to systematically review the history and current state of lesson study (LS) in Germany. In particular, this paper describes the development of LS over time and its stakeholders.

Conducting a systematic literature review, we searched three scientific databases and Google Scholar, examined 806 results and included 50 articles in our final sample, which we analyzed systematically.

The spread of LS in Germany can be divided into three phases, characterized by their own LS projects as well as their own ways of understanding LS. Although interest in LS has increased significantly in recent years, it is only present at a small number of schools and universities in Germany if compared internationally. Furthermore, this paper identifies the so-called learning activity curves as a tool frequently used for observation and reflection that appears to be unknown outside German-speaking countries.

This paper may act as an outline for countries without large-scale LS projects and with limited support from policymakers. The experience from Germany demonstrates the outcomes and challenges that can arise in such a situation and shows how unique LS features and proceedings have emerged.