A Teacher's Implicit Model of How Children Learn

It is assumed that knowledge of a teacher's ‘implicit model’ of how children learn is an invaluable aid to effective in‐service training, and that the process of developing such a model is, in itself, of value to the teacher. This study describes the framework within which the ‘implicit model’ of one particular teacher was articulated and made explicit. The framework draws on grid technique and the audio/video recording of lessons, and involves associated rules and theory for interpretation, relying especially on negotiated feedback and thematic analysis. It is concluded that the framework would allow for the development of a sophisticated understanding and articulation of any teacher's implicit model, whatever its focus.