ABSTRACT
On the basis of a teachers’ thinking perspective we explore teachers’ teaching criteria: personal subjective values a teacher tries to pursue or keep constant while teaching. These may have a divergent character such as: personal action rules, principles, and images of teaching-learning situations, personal intentions, and the like. In two initial studies we tentatively confirmed the possibility to distinguish such criteria and their relationship with teaching activities. We describe, furthermore, the research project aimed at determining these teaching criteria, individual differences between teachers concerning their criteria and the relationship with experience and subject matter specialization.
