Abstract
Research on teacher thinking has established a place for itself within the international educational research enterprise. What is not so clear is how studies of teacher thinking may be of use in improving the quality of teacher preparation programs. This paper promotes a consultant role for researchers on teacher thinking in relation to teacher educators. The current state of knowledge about teacher thinking is summarized under three headings: Preconceptions and Implicit Theories, Planning and Reflection, and Dilemmas and Uncertainty. After each summary, a list of questions is offered as food for thought in the pursuit of understanding and improving learning to teach. The author claims that research on teacher thinking can improve teacher preparation by encouraging thoughtful teacher educators to ask better questions of themselves and of their arts.
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