Onderwijzen en Leren Als Interactieprobleem

Analyzing the concept 'problem' in educational perspective it is argued that it is relevant to conceive education as an interaction process. In distinguishing two approaches in interaction analysis a plea is made for qualitative research. Sequently, the papers in this collection are placed in such a programme of classroom research. Finally some remarks on the relation between interaction analysis and teacher training and retraining are formulated.