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This review 'summarizes and synthesizes the research literature on teachers ' thought processes from about 1970 to 1983. The literature is organized under four major headings: teacher planning, teachers ' interactive thoughts and decisions, teachers' attributions, and teachers ' implicit theories. The paper also includes a theoretical model of the relationships among the four major topics reviewed, as well as their relationships togeacher and student behavior and to the contexts of school and classtoom. It is concluded that more than a decade of research on teachers ' thinking has taught as "inch about how to think about teaching as it has about the thought processes of teachers. More integrated research efforts are called for, in which the several aspects of teachers ' ybgnitive activity, typically studied in isolation, are examined i all of their interactive complexity. (Author/DG) Reproductions supplied by EDRS are the best that can be made from the original document