This review summarizes and synthesizes the research literature on teachers' thought processes from about 1970 to 1983. The literature is organized under four major headings: teacher planning, teachers' interactive thoughts and decisions, teachers' attributions, and teachers' implicit theories. The paper also includes a theoretical model of the relationships among the four major topics reviewed, as well as their relationships to teacher and student behavior and to the contexts of school and classroom. It is concluded that more than a decade of research on teachers' thinking has taught as much about how to think about teaching as it has about the thought processes of teachers. More integrated research efforts are called for, in which the several aspects of teachers' cognitive activity, typically studied in isolation, are examined in all of their interactive complexity. (Author/DG)