Abstract
The purposes of this study are : 1) to point out the shortcomings found in earlier models for teacher interactive decision making, 2) to propose and illustrate the actual use of an alternative model, and 3) to outline the implications this new model offers instructional research and teacher education. The model presented in this paper may be characterized as follows : 1) it describes three of the basic decision processes which teachers adopt whenever they perceive or seek the reasons for discrepancies between their lesson plans and the realities of the classroom situation, 2) it discusses the relationships between teachers' decision making processes and their teaching routines and their understanding of the subject matter, and 3) it illustrates those close links which exist between teachers' curricula planning and interactive decision making. Two concrete examples of the application of this new model are also introduced, the first being related to lesson content decisions and the second on classroom management decisions.
