Abstract
Teacher education programs have often attempted to make teachers more rational by use of apriori models. These models poorly correspond to teachers' thinking styles. Three distinct reactions to this problem have occurred. One proposed solution is to break the apriori model into separate component skills and to train teachers in each skill. A second approach is to train teachers to operate according to the apriori models of rationality and to apply the learned principles in the classroom. The third approach suggests that the discrepancies between theory and practice demonstrate that teachers should not be pressed into these preformed molds. It is most desirable to enable teachers to be rational by helping them choose effective strategies. Since few teachers follow the steps provided in the apriori model, it is important to understand how teachers make decisions. Teacher education programs which prescribe teacher behavior are miseducative. Current research on teacher thinking should not provide prescriptions that may serve as the content of preservice or inservice teacher training programs. (JN)