Teacher Strategies: a review and critique

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Abstract
This article provides a review and a critique of the research on teacher strategies over the last decade. Though there are now quite a large number of studies which investigate teachers’ strategies, most of these are descriptive, with little attempt to build on previous work in this area. It has been recently argued that to move towards a more cumulative approach requires the development of ‘sensitising’ concepts, involving the development of existing work, and the generation of new theories. These are important areas for research, but equally important, in my view, we must begin to address three more fundamental problems, namely: clarification of the concept of strategy; explanation of the mechanism by which strategies are adopted by teachers; and a critical re‐appraisal of the concept of constraint.

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