This work seeks to systematize the emergence and development of research on teachers’ thinking, with the aim of reflecting on the processes by which the teachers structure their thinking. Its framework is based on the basic premises that supports this research, as well as its study dimensions. Based on the analysis of the socioconstructivist paradigm, the author points out the need to know the teachers’ thinking, through his or her implicit theories, in order to establish a relevant basis to defining his or her activities, to identify problems and make decisions, thereby raising the quality of their teaching practice.