Abstract
This review assesses the progress made in research on teachers’ pedagogical thoughts, judgments, and decisions over the past decade and identifies areas of substantive and methodological research needed to improve the practice of teaching. Based on this research, we formulate “schema” or tentative “models” of teachers’ judgments, planning decisions, and interactive decisions. We then set forth recommendations for future research, including (1) the need to develop a taxonomy of critical teaching decisions, which link these decisions to their consequences in the classroom; (2) the need to intervene and alter teachers’ plans and decisions in our research, as well as describe them, with the goal of improving teaching; and (3) the need to link recommendations based on research to the implementation of them in practice.
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