An adapted form of interpersonal process recall (IPR) and a theory of educating are described. IPR, which was originally conceived as a method for interpersonal counseling, may help college teachers improve their instruction, based on the conceptual framework derived from D. B. Gowin's (1981) theory of educating. The adapted recall technique involves the teacher, an inquirer, and several of the teacher's students who watch a videotape of teaching. The teacher and students use the videotape to recall thoughts and feelings that had taken place during the original teaching episode. The inquirer attempts to get the teacher to attend to the regularities in his or her teaching, to conceptualize those regularities, and to develop principles of instruction out of those concepts. Teachers are encouraged to express their thoughts and feelings about teaching so that these can be recorded over time as they are modified. Three pertinent principles derived from Gowin's theory of educating are as follows: (1) that a knowledge of the interconnections between feelings, thoughts and actions is critical to establishing a sense of educative value; (2) that by making records of covert teaching events such as expressions of thoughts and feelings of both teachers and their students there is a means of understanding the meaning of overt events such as actions, and for research purposes; and (3) that by maintaining the interrelationships between the events of teaching there is one way of using facts to improve the conceptualization of teaching events and of converting tested concepts into criteria of teaching excellence. Research conducted at Cornell University to test the effectiveness of the adapted recall technique with teaching assistants is summarized. (SW)