ABSTRACT
In this paper the development of teacher thinking is conceived in terms of knowledge structures, and declarative and procedural knowledge. A framework is set that comprises three interacting factors: the kind of knowledge, the location in which it develops, and the role assumed by the teacher (or student). This framework was used to identify transition points within each factor, at which changes in knowledge structures are expected to occur. Representations of knowledge structures are obtained by using a general analysis scheme for cognitive maps, which are constructed by individual students from a set of domain-related concepts. This procedure is exemplified by the application of the above scheme to the maps of one biology student teacher, which resulted in the specification of both his knowledge structures and their development over a short period of time.
