ABSTRACT
Research on teacher thinking and other recent approaches in research on teaching offer interesting perspectives for studying the process of learning to teach. Research on teacher education, however, would be furthered most by a conception of teaching behavior that integrates complementary approaches. The action-oriented interpretation of teaching behavior offers a heuristic model of such an integration. A description of a current study on student teaching exemplifies methodological implications of this model. This study makes use of observations of overt teaching behaviors, as well as of intro and retrospective techniques for gathering data on the pre-active, interactive, and postinteractive phases of teaching. The method of analysis is also described. This method is distinguished by the simultaneous study of the different kinds of data in their mutual relations.
