ABSTRACT
Building knowledge of teachers’ conceptions and practices is an indispensable task of educational research and also a necessary way to take educational decisions. In fact, it is impossible to conceive of renewal and change in educational procedures and behaviour without a strong empirical basis that makes the conditioning mechanisms of those practices at least visible (whether to negative or positive effect). The study of teachers’ thought seems to be an important instrument for understanding those mechanisms and for identifying possible solutions to the problems with which educational systems are confronted nowadays.
