This study sought to promote increased understanding of teachers' personal beliefs and philosophies about teaching and learning and the impact of these beliefs and philosophies on action in the classroom. Subjects were 17 elementary school regular and special education teachers who participated in an inservice course, videotaped themselves teaching before and after the course, and wrote reactions to the videotapes. The inservice workshops were based on socio-constructivist principles concerning the role of interaction and reflection in the learning of teachers. The paper discusses inconsistencies between the teachers' statements about how they felt about the experience and the actions they took in response to the experience. Teachers indicated that the workshops had not constituted a learning experience for them, but they described changes in the way they did things in the classroom as a result of participation. Pre/post-workshop questionnaires revealed changes in the way the teachers conceptualized discussion in the classroom, the importance of interaction, and their understanding of the term "scaffolding." The teachers are characterized as pragmatic skeptics who were concerned about how change would affect their students. Implications for promoting reflection and implementing staff development are discussed. (Contains 55 references.) (JDD)