Thought processes underlying preschool teachers’ classroom decisions

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Abstract
Teachers’ classroom actions are driven by their perceptions and beliefs. To understand the basis of teachers actions, their thought processes need to be studied. This study observed preschool teachers’ thoughts related to decision‐making in the classroom. Four preschool teachers were observed four times each for periods of from 40 to 60 minutes. They were later interviewed regarding their thoughts during the decision‐making process. The statements regarding their thoughts were dichotomized into value beliefs and scientific concepts. They were also organized into twelve categories according to the content of their thoughts. It was found that these teachers generated a greater variety of beliefs and concepts than had primary teachers studied earlier, with fewer of them held in common. Most of the teachers’ concerns were with moving the classroom along as compared with achieving the goals of the programs.

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