Teacher Intentions and Teaching Decisions^*

Students? knowledge about the value of discussions for teaching and learning

“…It recognises that, philosophically, an essential source of information about teaching and learning comes from the teachers and learners themselves (Freyberg, 1980;Tasker & Osborne, 1983;Fraser, 1991Fraser, , 1995Brown & Duguid, 1993;Cooper & McIntyre, 1995, 1996Day, 1999;Morgan & Morris, 1999;Styles & Beck, 2000;Munby, Russell, & Martin, 2001).…”

“…Early work by Winne and Marx (1977;1980; (see also Anerson, 1981;Peterson & Swing, 1982;Rohrkemper, 1985;Winne, 1985Winne, , 1987Leinhardt & Putnam, 1987;Marx, Howard, & Winne, 1987;Winne & Butler, 1994;Morgan-Fleming & Doyle, 1997) drew attention to the mediating effect that learners' perceptions have upon teachers' instructions. The learner, rather than being a passive observer of people and events, like a sponge absorbing water, is an active agent in his or her own learning, "continuously involved in cognition about self and environment" (Winne & Butler, 1994, p. 5738).…”

The course planning and monitoring activities of a university teacher

“…It also recognizes that the "reality world" of a teacher consists of a great deal more than physical movements and verbal interactions. As Freyberg (1980) has argued: 9 .. it is essential to know what a teacher intends if we are to really understand what is going on in a specific teaching situation. Just to observe the behaviour of the participants, as has been the focus of most empirical studies of teaching to date, is insufficient.…”