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This article reflects on and analyzes a research made in the context of teacher thinking paradigm. The major goals of this study were the description, understanding and explanation of some significative variables in teachers’ interactive thoughts domain – what, how and why teachers think while interacting with students in the classroom. Therefore, ten indepth case-studies were made, using qualitative methodologies, namely stimulated recall techniques. Finally, the article tries to clarify the meaning of the results and the implications for teacher education.

O pensamento do professor na fase interactiva do ensino: meta-reflexões, dos professores aos investigadores