Teacher's pedagogical thinking, professional actionand knowledge base are current issues in research onteaching and instruction. Teacher's ability to workflexibly in continuously changing pedagogicalsettings is of interest of educational experts andresearchers. This research examines teacher's tacitpedagogical knowing, which is defined as a teacher'spersonal thinking and action process in interactiveteaching situation through which a teacher findssolutions to surprising and challenginginstructional situations, pedagogical moments. Teachers are able to describe their tacitpedagogical knowing afterwards and express reasonsfor it. The model of teacher's tacit pedagogicalknowing with some simplifying patterns offers apossibility to understand this multifaceted andcomplex phenomenon. Using the model, it is alsopossible to illustrate the factors that are at thecore of teacher's professionality. It would benefitresearchers, teachers, student teachers as well asparents and policy makers to understand theprofessional practices of teachers.
