Abstract

In this article I outline some principal features of phenomenography as a foundation of research on teachers' teaching competence. This article discusses the relations between autoteaching and teachers' teaching, between teachers' teaching and the notion of phenomenographic conceptions, and between phenomenography and philosophy.The discussion aims toward a preliminary articulation of the concepts of the domain and to outlines of a general theory of educational research on teaching. The focus is primarily on teachers' “didaktik” as a concrete content-related field expressed as qualitative and complex ideas and their meanings.The concepts illustrating the content of teachers' didaktik are treated in eight categories: pedagogic planning, didaktik intentionality, differentiation of methods, stepping out of the natural attitude, didaktik oneness, didaktik themes and didaktik patience, the invisible dimension of didaktik.