Abstract
In the first part of the chapter, the case study is first introduced as a research tool in clinical fields. It is pointed out that the case study is a unique way of capturing professional experience.
As such, it can then serve as a very specific means of sharing professional knowledge, especially in clinical fields. In the second part of the chapter, attention is devoted to the case study of instruction as a tool in transdisciplinary research in didactics and also in professional development of teachers.
Transdidactic research makes use of the fact that case studies of instruction make it possible to see relational changes in how the learning environment is developed. Case studies of instruction are empirically grounded in facts about instruction and it is how these facts are conceived that influences the conception and development of the case study.
Towards the end of this part the Model of deep structure of instruction is introduced as a fundament for the replication of transdidactic theory. The transdidactic approach that makes use of the 3A procedure is also briefly introduced.
This part aims to show how case studies of instruction aid to bridge pedagogical theory and practice. The third part of the chapter is in fact simply a map of theoretical concepts that bear relevance in the transdidactic theory.
These include content, context and cotext; objectivity, subjectivity and intersubjectivity; content transformation and reciprocity of perspectives; learning environment and learning task, didactic excellence and didactic formalism