摘要：AbstractThe purpose of this multiple qualitative case study was to present the classroom practice diagnostic framework (CPDF). The framework was developed to assist and enhance diagnoses of teaching difficulties for the topicprojectile motion. Data from two cases in the Johannesburg central district in South Africa was collected using interviews as well as observations of lessons in the topicprojectile motion. Data was organised into themes and categories which were then analysed based on the CPDF to diagnose teaching difficulties. Based on the outcomes we can conclude that the CPDF has merit as an effective tool to analyse classroom practices and subsequently diagnose teaching difficulties. In addition the CPD framework may assist with information to assist in professional training of in-service teachers.
