ABSTRACT
Research on teachers’ thinking has been pursued for many reasons, though prominent amongst these has been a concern with the improvement of the professional education of teachers. Given the current concern in many countries with the quality of teacher education, particularly in the pre-service phase, one might reasonably turn to this body of research for some insight into the problems and some suggestions for possible solutions. Commentators on teacher education, however, have frequently not viewed research as particularly helpful in resolving teacher education's difficulties.
