Monteiro, Rute; Carrillo, JosÃ©
The understanding of teachersâ thought and action can be approached from several
perspectives, teaching modelisation being one of them.
Schoenfeld (1998b) argues that a good comprehension of the cognitions (beliefs,
goals and knowledge) underlying teachersâ decisions and actions can provide a coherent
and detailed explanation of what teachers do and why they do it.
The research presented here is based on the implementation of a Modelisation
Instrument (MI) (Monteiro, 2006; and Monteiro et al., 2007, 2008a), adapted from
studies by Schank and Abelson (1977), Shulman (1986b, 1987), Santos (1991), PorlÃ¡n
(1993), Carrillo (1998), Schoenfeld(1998a,b, 2000a), Aguirre and Speer (1999), Sherin
et al. (2000), Schoenfeld et al. (2000), Zimmerlin and...