ABSTRACT
This chapter relates to research on teachers’ interactive thinking and teacher development.1 Because the ways in which novices develop into experts are inadequately understood, it is important to focus on how student teachers learn to teach. The research reported in this chapter investigated the instructional behaviour and information processing of student teachers during the interactive phase of teaching. The subjects were student teachers majoring in English language teaching in the full-time PC.Ed programme of the University of Hong Kong. Two sets of data were collected weekly over their teaching-practice period. Each subject was first video-recorded in the classroom and then audio-recorded during interview with a stimulated recall procedure. Profiles of basic statistics and qualitative analysis were established for all individuals. Matrices were then set up to describe major patterns and trends. By relating the findings to the current literature, the chapter concludes with some theoretical propositions about learning to teach.
