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Summary. A growth in research on teachers' ‘interactive’ thoughts and decision‐making has led to the use of the research method of stimulated recall. The method has been employed in a number of different forms, but generally involves the replay of videotape or audiotape of a teacher's lesson in order to stimulate a commentary upon the teacher's thought processes at the time. The appropriate use of the method, the variety of ways in which it has been employed and their advantages and disadvantages are considered together with an examination of the status and validity of recalled thoughts and the problems of interpretation. It is concluded that although questions of validity cannot be completely resolved the technique presents a systematic approach to the collection of data potentially useful in research on teaching.

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