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Abstract

Today there are challenges associated with teaching as a concept. The shift in focus from teaching to learning, concentrating on learning at the expense of teaching, can mean that teachers are left on the outside of pedagogical research. The current lack of knowledge about the history of teaching is also problematic, as it means that some questions are treated as new by many today. However, by using phenomenological thick descriptions, it becomes clear that many teachers handle complex situations with wisdom and care in the classroom on a day-to-day basis