A Review of the Literature on Implications of Teacher Thinking Research for Preservice Teacher Education

Abstract

Research on teacher thinking has been under way now for well over a decade. Implications of this research for the education of preservice teachers have been considered by a small but growing number of writers. This material appears to have received only scant attention in the literature on reform in teacher education, even though it bears directly on the contemporary search for more effective ways of preparing teachers to be reflective professionals rather than mere technicians. The paper begins with a brief discussion of the nature of teacher thinking research and its conceptual underpinnings. The rest of the paper considers implications and reform in teacher education.