This document reports the results of a comparative analysis of the Flanders Interaction Analysis Technique (FIAT) and the Observation Schedule and Record, Form 4, Verbal (OScAR 4V) in terms of the kinds of information about teacher behavior which each observation technique provides. A systematic program of recorded observation (involving 70 first-year junior or senior high school teachers enrolled in an internship training program for college graduates) yielded four pairs of records made in the classrooms of each of the 70 teachers--a total of 280 pairs of records. The 10 factors considered in comparing the two techniques according to the principles of rotated factor analysis are: (1) lecturing behaviors, (2) question type, (3) question difficulty, (4) pupil initiations, (5) criticizing behavior, (6) listening behavior, (7) extended accepting behaviors, (8) question source, (9) permissive behavior, (10) managing behavior. Although each observation system gives some information not provided by the other, the authors suggest that, since OScAR 4V keys are based on twice as many basic categories as are used in FIAT, they may prove more helpful in feedback applications (i.e., in giving clearer indications of the specific kinds of behavior which a teacher might consider if he wished to change his score in a particular area). (ES)