ERIC Number: ED160592
Record Type: RIE
Publication Date: 1978-Apr
Reference Count: 0
Research on Teacher Thinking. Research Series No. 12.
Clark, Christopher M.; Yinger, Robert J.
The thinking processes of teachers as they relate to classroom planning, judgment, decision making, and individual theories or perspectives are examined. On the topic of planning, it is suggested that teachers do not seem to follow the "rational model" prescribed in teacher training and curriculum planning. Rather, planning seemed to begin with the content to be taught and considerations about the setting in which teaching will take place. Findings on teacher judgment about students were mixed on the extent to which teachers' judgments are flexible and responsive to new information. Teachers varied in the accuracy of their predictions of student achievement and the weights that they assign to factors that influence their judgment. The results of this study indicated that teacher interactive decision making occurred primarily at times when there were interruptions of the ongoing instructional processes, and that teachers tended not to change the instructional process in midstream, even when it was going poorly. Teacher thinking and teacher behavior were observed as being guided by a set of organized beliefs, often operating unconsciously. The connection between a teacher's implicit theories and behavior appeared to be mediated by circumstances such as availability of resources, peer influence, and student characteristics. (JD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.