ABSTRACT
This work is followed by a description of the work by the Teacher Model Group at Berkeley, which has worked to characterize both the nature of teacher knowledge and the ways that it works in practice. like the work of Ball, Bass, and colleagues, this work characterizes teaching as problem-solving. It contributes to the problemsolving and teaching literatures by describing, at a theoreticallevel of mechanism, the kinds of decision making in which teachers engage as they work to solve the problems of teaching.
