The paper considers the consequences for research in classrooms of regarding 'lessons' of all sorts as elaborate sequences of discourse, or 'text', as part of a move towards a greater emphasis in research, teacher education and policy on education as cultural (vis a vis social or linguistic) practice. A quadruple perspective is offered, considering, in turn, teachers as writers, teachers as readers, students as readers and students as writers, attempting to clarify both similarities and distinctions between teacher/student and reader/writer roles. The discussion ends with a critical reflection on undifferentiated concepts of educational practice, arguing that teachers and students contribute to discourse, and that no one agency can therefore be held responsible for the educational experience. Exemplification is drawn from archived videoed lessons that have previously been used for teacher education and research purposes.
Tijdschrift beschrijving