Teachers’ potential to promote students’ deeper learning in whole-class teaching: An observation study in Norwegian classrooms

Abstract Teachers worldwide are challenged to adjust their teaching meet students’ needs for deeper learning. The lack of mutual understanding among researchers, policymakers and teachers tends blur the discussion on how enhance learning through teaching, which further challenges in making changes classroom practices. This qualitative observation study aims explore five skilled experienced Norwegian facilitate 10–16-year-old potential whole-class teaching. videotaped four times during a school year, observations show or undermine active involvement, hinder positive environments, support impede understanding, stimulate inhibit metacognitive reflection. discussed within framework literature research is understood promoted. findings indicate teachers’ facilitation supportive environment essential actively involve students interactions dialogue needed promote content We argue that such arises when collective, reciprocal, supportive, cumulative purposeful interactions. Nevertheless, we acknowledge importance employing varied practices address need presents examples framed by theory earlier learning, may contribute concretization policy education.