ABSTRACT
Teacher cognition and decision making emerged as a topic of interest in the middle 1970s at the National Conference on Studies in Teaching (National Institute of Education, 1975). Up until that time, research on teaching had been focused on behaviour in classrooms. Particularly the relationship of teacher behaviour to student achievement. Teacher thinking was seen as an important topic of study because it was not known how good teachers accomplished the things that they did. In other words, we knew what good teachers did but not how they did it. Numerous studies of teacher cognition, decision making, and belief have been conducted since that time. Interesting and useful results have been produced.
