This study investigated the problem of teacher thinking in interactive class teaching situations. A sample of 21 elementary and middle school teachers in Spain was studied through a multi-method triangulation involving observation, interviews, and daily journals. Verbal protocol from different sources led to the identification of 510 elements that summarized teachers' interactive actions. Detailed analysis of the elements is presented in this report of the study's two phases. The first phase analyzed ten element networks (motivation, creativity, use of ideas, use of resources, activity, practice, rigidity, directivity, socialization, and multidirectional communication) and application of four constructs to three teachers, of science, mathematics and language. The second phase involved descriptions of the constructs and reflections-in-action of three teachers in interactive teaching. (Author/CB)